The passage of the Every Student Succeeds Act means that schools—and not only districts—are accountable for educating English learners. The Education Policy Center at AIR hosted a policy briefing on ESSA assessment and accountability provisions related to English learners.
Scholars sponsored by the Working Group on ELL Policy shared their latest work on English learners, covering educational trajectories, classification and reclassification, and incorporation into accountability systems. Speakers also recommend policies and action for states and districts related to these topics.
With six states and the District of Columbia having a 10 percent or higher English-learner population, and as the number of non-native English-speaking students continues to grow, the center invites you to continue the conversation by following @EdPolicyAIR and using #ESSAforELs.
Kenji Hakuta, Stanford University
Jennifer O’Day, American Institutes for Research
Joseph P. Robinson-Cimpian, University of Illinois at Urbana-Champaign
Rachel Slama, American Institutes for Research
Karen D. Thompson, Oregon State University