Empirically Examining Status and Growth Accountability Models for Recently Arrived English Learners

• In Event: 44.042 - Developing Responsive Organizational Supports and Accountability for Recently Arrived English Learners: Federal, State, Local Perspectives

Abstract

Under ESSA, states are given two inclusion options for recently arrived ELs (RAELs) in state accountability systems (s.1111(b)(3)). For federal purposes, a RAEL is defined as an EL who has been enrolled in US schools for less than 12 months. The first option allows states to suspend the administration of the reading/English language arts assessment and this tests’ associated accountability requirements for RAELs for that year (s.1111(b)(3)(i)). In the following year, RAELs provided this option must take the state reading/English language arts assessment, and their proficiency status on that exam must be included in the state’s accountability system like all other students. In the second option, states must administer the reading/English language arts assessment to RAEL students in year one; however, RAELs’ reading/English language arts assessment results are not included in the state accountability system (s.1111(b)(3)(ii)). In the second year, RAEL students are assessed on the state’s reading/English language arts assessment, but instead of using RAEL students’ proficiency status, states may use growth in reading/English language arts as the accountability metric. In the third year of this option, RAELs’ status on the reading/English language arts assessment are used for accountability just like other student groups.

States face a key challenge in determining is which option is best for their population. This paper shares findings from a study that examines different RAEL inclusion models in three states. The goal is to provide states with a framework for evaluating the efficacy of these RAEL inclusion options from published research (Baker, Linn, Herman, and Koretz, 2002; Forte Fast, Hebbler, 2004; Perie, Park, and Klau, 2007). A variety of status models will be employed to examine the first option including status models that account for EL’s English language proficiency (ELP) level (Cook, Linquanti, Chinen, and Jung, 2012). Several growth models will be examined for the second option including value tables (Hill, 2006), growth percentiles (Betebenner, 2011), and mixed-linear models or hierarchical linear models (Raudenbush & Bryk, 2002). This study also explores the potential to apply hybrid options, e.g., applying the first option for high ELP level RAELs and the second option for low ELP level RAELs. This work is part of a project funded by the US Department of Education to establish a “community of practice” of interested states, the US Department of Education, and subject matter experts. The focus of this community of practice is to jointly address challenging assessment and accountability issues in ESSA and provide solutions that states may use, drawing on this corpus of expertise.

Authors

• Howard Gary Cook, University of Wisconsin

• Narek Sahakyan, University of Wisconsin - Madison

• Robert T. Linquanti, WestEd