(Conditional) Opportunities-to-Learn: Issues and Opportunities in the Implementation of Language Development Standards

• In Event: 42.058 - Developing Linguistically Responsive Standards-Based Reform for English Learners

Abstract

With the adoption of new College and Career Readiness Standards and the passing of the Every Student Succeeds Act (ESSA), districts are being challenged to create systems of accountability that previously resided at the state level. Specifically, in the education of English Language Learners, districts will be responsible for demonstrating that these children and youth continue to develop their academic English proficiency throughout their school experience until they reach language proficiency, as defined by the state, hence, providing an equitable condition for learning. Districts will also have to demonstrate their continuous academic achievement or their movement towards it. For these districts, the implication is that support for the intentional implementation of language development standards is no longer the responsibility of the state, but of local educational agencies.

This paper proposes an implementation framework for language development standards to support the enactment of local policies within a social justice lens. While there is extensive research on the implementation of content standards, there is limited support in the implementation of language development standards. The framework proposed was created using current implementation theory and critical race theory, along with data from research conducted at the Wisconsin Center for Education Research. This paper will discuss the outcomes from this study, which include identified issues and successful approaches related to the implementation of language development standards. The study was conducted in 2016-2017 and it addressed the implementation of language development standards by several states that are members of a 37-state consortium. The study sought to understand the various approaches that states took in the adoption and implementation of language development standards at state level. The data collection tools included a survey of state and local education agency representatives to identify some of the issues they encountered in the adoption and implementation of standards. The data from the survey was used to develop questions for an interview protocol. Semi-structured interviews were then conducted with a subgroup of state representatives to reach a deeper understanding of the issues encountered and the successful strategies in the implementation of language development standards throughout the consortium. Further, the data collected from this study was compared to the data collected from a previous study in 2007-2008. The previous study had as a goal to understand how states were using the language development standards. The purpose for comparing the findings from both studies was to identify similarities and differences in implementation of language standards across states and across time.

The information learned through these studies could help in anticipating some of the issues local education agencies will encounter as they develop plans to disseminate and implement the language standards. This information could also be useful in proposing successful approaches and resources needed for the implementation of language standards at the local level. Further, the data from this study will inform the enhancement of future language standard development and the development of tools and resources to support local education agencies across this particular consortium.

Author

• Mariana Castro, University of Wisconsin - Madison