National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress
The U.S. Department of Education has released a report examining approaches to setting criteria for measuring the progress of English learners in classrooms as part of a four-year project led by AIR. The report, National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress, provides examples of various ways states can use enhanced data systems to address key questions such as
- What does English language proficiency mean?
- How long does it take to become English proficient?
- How do we take into account the English language proficiency level in setting academic progress for proficiency expectations?
The report describes several empirical methods and conceptual/theoretical rationales to help state policymakers, standard-setting panels, and the technical advisory panels and assistance providers supporting them. This report was a collaborative effort among Gary Cook of the Wisconsin Center for Educational Research, Robert Linquanti of WestEd, and AIR staff led by Marjorie Chinen.
The four-year project funded through the U.S. Education Department’s Policy and Program Studies Service and led by a team of experts from AIR is evaluating Part A of the Title III Program, which provides federal grants to assist states and local governments in addressing the needs of limited English proficient children and immigrant youth. Three additional reports will be issued in the coming months. For more information about AIR's work, please contact James Taylor at AIR or Elizabeth Eisner at the U.S. Education Department, Policy and Program Studies Service.