English Language Learner Policy Implementation at the State and Local Levels: The National Evaluation of Title III

Session Submission Type: Symposium

Abstract

To redress longstanding achievement gaps between English language learners (ELLs) and their peers, Title III of the No Child Left Behind Act requires states to institute standards-based systems and hold recipient states and districts accountable for improving English language acquisition and academic achievement for their ELL students. This symposium draws on the National Evaluation of Title III Implementation to examine how states and districts have implemented major components of the law regarding identification, placement, and exiting of ELL students; development and use of English language proficiency standards and assessments; and accountability for student progress. The session will also consider state and local capacity to support ELL success and discuss implications of the findings for reauthorization of ESEA.

Sub Unit

• Division L - Educational Policies and Politics / Section 5: Accountability Policy

Chair

• Jennifer A. O'Day, American Institutes for Research

Papers

• State and District Implementation of English Language Learner Identification, Placement, Programming, and Exit - Laura Golden, American Institutes for Research

• Standards, Assessments, and Accountability for the Improvement of Learning Outcomes of English Language Learners - Courtney Tanenbaum, American Institutes for Research; Andrea Boyle, American Institutes for Research

• State and District Capacity to serve English Language Learners - Kerstin A. Carlson Le Floch, American Institutes for Research

Discussants

• Elizabeth Eisner, U.S. Department of Education

• Kenji Hakuta, Stanford University