Obscuring English Learners From State Accountability: The Case of Indiana

• In Event: Hilton Roundtable Session 21
  In Roundtable Session: English Language Learners and the Politics of Education Policy

Abstract

The conjoining of state and federal accountability plans is an attempt at one coherent system to furnish meaningful information to stakeholders in a simple and transparent manner, yet efforts of simplicity obscure the performances of specific populations, such as English Learner (ELs). Using self-determination theory, we use informational significance to identify the degree to which school grades provide meaningful and complete information about the English learning progress, reclassification as fluent proficient and demographic variables of ELs in Indiana. Findings suggest that English learning progress has a significant impact on school grades, but most sanctions are placed on reclassification. Further, because sanctions are only enforced at the district level, the force is blunt, thereby reducing informational significance and equity for ELs.

Authors

• Trish Morita Mullaney, Purdue University

• Malkeet Singh, Wake County Public School System