Title III Policy: State of the States. ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement, and Academic Achievement Act

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Autor/inn/en	Ramsey, Andrea; O'Day, Jennifer
Institution	Department of Education (ED); American Institutes for Research
Titel	Title III Policy: State of the States. ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement, and Academic Achievement Act
Quelle	(2010), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Federal Legislation; Testing; Second Language Learning; Politics of Education; Accountability; English (Second Language); Language Proficiency; Longitudinal Studies; Interviews; Data Collection; Standards; Educational Objectives; Student Evaluation; Measures (Individuals); Educational Improvement; Academic Achievement; Limited English Speaking; Program Effectiveness; Grants; Educational Legislation; Educational Indicators; Federal Programs; Arkansas; California; Indiana; Montana; New York; North Carolina; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bundesrecht; Testdurchführung; Testen; Zweitsprachenerwerb; Educational policy; Bildungspolitik; Verantwortung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Data capture; Datensammlung; Standard; Educational objective; Bildungsziel; Erziehungsziel; Schulnote; Studentische Bewertung; Messdaten; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Grant; Finanzielle Beihilfe; Bildungsrecht; Schulgesetz; Educational indicato; Bildungsindikator; Kalifornien; USA
Abstract	"Title III Policy: State of the States" (2010) discusses state implementation of the Title III accountability requirements based on phone interviews with six state Title III Directors in the spring of 2009, interviews with six experts and university-based researchers who work on education for English Learners, and based on earlier data collected in 2004 through 2007 under the Study of State Implementation of Accountability and Teacher Quality under No Child Left Behind and under the National Longitudinal Study of No Child Left Behind. Key findings discussed in the brief are as follows: (1) All states had established English language proficiency (ELP) standards by the 2006-07 school year, and all states had established ELP assessments by the 2007-08 school year. While many states missed the earlier deadlines established by the Elementary and Secondary Education Act (ESEA) and the U.S. Department of Education, this may be attributable to the difficulty and/or newness of the tasks involved. Very few states had English language proficiency standards or assessments before the 2001 ESEA amendments required them; (2) Many states reported difficulties developing a cut score for Annual Measurable Achievement Objectives (AMAO) 1 and AMAO 2 because of their lack of experience with this type of testing. For example, establishing an English language proficiency growth target, which is required for AMAO 1, is difficult without historical growth data. In 2006-07, only 12 state directors reported that their states had finalized AMAO targets. More than half were in the process of revising their AMAOs, a process that is still continuing in some states, based on the ELP testing data they were beginning to collect through the annual assessments; and (3) In 2006-07, 30 states were applying accountability actions to districts that had not met their AMAO targets for consecutive years. Eighteen of these 30 states were using preliminary AMAO targets, since only 12 states had finalized their AMAOs by 2006-07. In addition, due to delays in the development of ELP standards, assessments, and AMAOs, some states refrained from imposing consequences. (Contains 5 exhibits and 33 notes.) [For the companion reports, "Title III Accountability: Behind the Numbers" (ED511982) and "Title III Accountability and District Improvement Efforts: A Closer Look" (ED511983).] (As Provided).
Anmerkungen	US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site: http://www.edpubs.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10