Frequently Asked Questions
Questions about this Competitive Grants for State Assessments (CGSA) project– Evaluating English Learner Progress Models and the Quality of English Language Programs (as of 02/13/2023)
What is the purpose of the project?
This project is a four-year collaborative project between researchers and seven state education agencies examining (1) methods that effectively measure English learner progress toward English language proficiency; (2) the relationship between English learner progress and the quality of programs/services provided to support English learners; and (3) uses of English language proficiency (ELP) assessment data and ELP Indicator to inform school improvement efforts. The project is funded through an award from the U.S. Department of Education’s Competitive Grants for State Assessments (CGSA) program. Additional information on this grant project may be found here.
Which states are participating?
Seven state education agencies are participating in this project: Arizona, Arkansas, Michigan, Mississippi (lead state), Ohio, Washington, and Wisconsin. Multiple years of student and school data gathered from participating states that use of a variety of English language proficiency assessments and academic assessments allow for a robust evaluation of the growth models states use to monitor EL student achievement and progress over time.
How will the project benefit students, educators, districts and states?
Students – English learners represent 10% of the total K–12 student population. Policymakers and educators need reliable tools and processes to assess the quality and effectiveness of programs that schools use to support English learners. Findings from the study will help schools plan and implement more effective programs to improve student outcomes.
Educators and School Administrators – Educator perceptions of the implementation and effectiveness of programs, policies, and practices in place for English learners are critical for the project team to study. The findings will help schools understand how to better support English learners. Both general findings as well as findings from similar sized schools and learning environments will help educators inform school improvement plans and/or validate effective practices.
Districts – Districts participating in this project will have early access to findings associated with what works for English learners (e.g., reports and best practices guide from the results of this study) as well as the full English Learner Program Implementation Survey toolkit being developed.
States – States participating in this project are receiving state-specific reports on findings in addition to in-depth support and technical assistance that will better prepare them for improving outcomes for their English learners. This project will produce resources for use by all states, districts and schools.
Questions about the 2022-23 English Learner Program Implementation Survey Study
What is the English Learner (EL) Program Implementation Survey?
The EL Program Implementation Survey is a set of questionnaires for diverse educators responsible for the education of EL students. The survey will allow this project to examine the ways in which aspects of the learning environment relate to accountability results (states’ English language proficiency indicators, in particular).
How will the EL Program Implementation Survey be used?
The EL Program Implementation Survey will be used to collect information about EL students’ learning environment: the policies, programs, and practices which serve English learners. The information will provide an in-depth characterization of the variation in practices within and across the seven participating states.
What kinds of questions are asked? What are the topics?
The survey asks various questions to collect information on a range of topics relating to the English learners’ learning environments. Respondents may be asked to indicate their level of agreement or confidence with statements that address the topics below at both the school and state levels.
Questions address the following topics:
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- English learner program models
- programming for special English learner populations (recently arrived English learners, English learners with disabilities, English learners with limited or interrupted formal education, long-term English learners)
- perceived effectiveness of English learner programs
- supports for implementing English learner programs
- barriers to implementing English learner programs
- English learners’ access to full curriculum (opportunity to learn)
- professional learning opportunities for school staff
- access to and use of assessment data
- knowledge of English learner policies
- perceptions of and attitudes toward English learners
- engagement with families
You may see some questions where you are unsure of the answer or may not have any basis for answering based on your role. There will be an option for you to answer “Unsure (No Basis)”.
Why should I participate in the survey?
We value your expertise, experience and insights. Your voice is critical. In your district or school you share responsibility for the design and implementation of English learner policies, programs and/or practices. Your beliefs, perspectives, and knowledge influence the services afforded to English learners. To gain a clear, honest and deep understanding about what is being implemented and how it is supported, we need to hear from diverse educators in schools and districts. The larger the response rate the more confidence we will have in the findings. The more confidence we have in the findings the more helpful they will be for you, your colleagues and students.
When is the survey being conducted?
The EL Program Implementation Survey will be conducted from January – March 2023.
How long will the survey take to complete?
The web-based questionnaires should take each respondent around 15 minutes to complete.
How will the results of the 2022-23 Program Implementation Survey be used?
Results of the 2022-23 survey will be used to:
- Study ways in which policies, programs and practices impact the English language proficiency indicators
- Identify high performing schools using the ELP indicator with linked survey responses and then describe their policies, practices and program.
- Identify and characterize promising policies, programs, and practices
- Recommend practices, programs, and policies that need to be examined further and/or more deeply for impact.
Will my participation be anonymous?
Your responses to the questionnaires will not be shared in any way that identifies you, your school, or your district.
Do I have to participate in this survey?
Participation in this survey is voluntary. However, your responses will provide important insights concerning the services provided to English learners within your school and district. Survey responses will only be reported in aggregate and will not be reported in ways that identify individual respondents or schools.
Should I respond to the survey individually or as a group representing my district/school?
You should respond to the survey individually. We also ask that you do your best to complete the survey on your own as opposed to collaborating with a colleague.
Can I start the survey and return to it later to complete it?
The survey is designed to be completed in one sitting. Once started, it will take around 15 minutes to complete. Directions for how to complete the survey and how you can ensure that your answers are submitted successfully will be provided to all participants when you go to take the survey online.
Can I change my answers?
Yes, you can change your answers up until you have hit the final submit button for the full survey. While you are taking the survey, you will be able to return to previous questions and change your response if desired. Once the survey has been submitted, answers can no longer be changed.
For questions about this project, please contact the management team at elsurvey@ccsso.org
The contents of this webpage were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.