Definitions of Adequate Progress Towards English Proficiency in State Accountability Systems

• In Event: Accountability Systems and State Policy in Education

Abstract

Definitions of student-level adequate progress towards attaining English proficiency play a central role in how states monitor supports for English learners. Here, we examine key features of these definitions, the percentages of students making adequate progress under these definitions, and the extent to which making adequate progress is predictive of attaining English proficiency. We find that current definitions vary with respect to both the quantity used to measure progress and what amount is considered “adequate.” Percentage of students making adequate progress vary substantially across definitions. There are generally strong associations between making adequate progress in the first year and reaching proficiency within four years. Making adequate progress across two years was associated with reaching proficiency under five of seven definitions.

Authors

• Zhaopeng Ding, University of California - Los Angeles

• Mark Hansen, University of California - Los Angeles