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Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models. WCER Working Paper No. 2017-1

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Bibliographic Details
Title: Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models. WCER Working Paper No. 2017-1
Language: English
Authors: Cook, H. Gary, Sahakyan, Narek, Linquanti, Robert, Wisconsin Center for Education Research
Source: Wisconsin Center for Education Research. 2017.
Availability: Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Peer Reviewed: N
Page Count: 27
Publication Date: 2017
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: State Standards, Accountability, Immigrants, English Language Learners, Reading Skills, Language Arts, Student Evaluation, Evaluation Methods, Elementary Secondary Education, Federal Legislation, Educational Legislation, Models, Standardized Tests, Statistical Analysis, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act
Abstract: The authors develop model analyses based on a U.S. Department of Education guide to illustrate procedures a State could use to compare and contrast school-level overall and English Learner accountability determinations for proficiency in reading/language arts under the options allowed by the Every Student Succeeds Act. As a technical reference, the appendix provides detailed tables and statistical programming code used to compute modelled outcomes under the different accountability options. These model analyses are provided only to illustrate how a State could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners.
Abstractor: As Provided
Number of References: 4
Entry Date: 2018
Accession Number: ED580845
Database: ERIC
Description
Abstract:The authors develop model analyses based on a U.S. Department of Education guide to illustrate procedures a State could use to compare and contrast school-level overall and English Learner accountability determinations for proficiency in reading/language arts under the options allowed by the Every Student Succeeds Act. As a technical reference, the appendix provides detailed tables and statistical programming code used to compute modelled outcomes under the different accountability options. These model analyses are provided only to illustrate how a State could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners.