Evaluating English Learner Progress Models and the Quality of English Language Programs

Overview
English learners represent 10% of the total K–12 student population. These students enter their educational experience trying to access the content of academic standards with the added challenge of learning a new language. Policymakers and educators recognize the importance of assessing the quality and effectiveness of programs schools use to support English learner students. This recognition was codified under the Every Student Succeeds Act (ESSA), embedding English learners’ progress towards proficiency as requirements of state assessment and accountability systems. State leaders responded by strengthening their work in measuring the achievement and progress of English learners.

A group of seven states are taking action to develop growth models that accurately capture the progress of English learners so schools can provide the appropriate programs and services to ensure their success. Learn more about the Evaluating English Learner Progress Models and the Quality of English Language Programs project by navigating to the resources below:

• • • Evaluating English Language Progress Models and the Quality of English Language Programs project
    • English Language Program Implementation Survey Pilot Study

Background
With funding through a U.S. Department of Education grant in 2019, Arizona, Arkansas, Michigan, Mississippi (lead state), Ohio, Washington and Wisconsin began working together to evaluate the English learner growth models specified in their ESSA plans. These state education agencies are also examining the relationship between their growth model results and the quality of programs and services provided to English learners. Since the English language proficiency (ELP) indicator is intended to measure student progress towards proficiency, it is critical to ensure that growth models capture progress accurately in order for schools to provide appropriate programs and services.

This grant project is designed to support states, districts, and schools to:

• • • Develop a deeper understanding of English learner program implementation elements that are related to student progress in ELP and academics
    • Understand the variation in English learner program implementation within and between schools, districts, and states; and
    • Establish diverse strategies and protocols to link growth results to English learner program implementation elements.

Learn more about the Evaluating English Language Progress Models and the Quality of English Language Programs project here.  

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.