The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability
This report by Migration Policy Institute discusses the unintended consequences for English Learners under the Every Student Succeeds Act adjusted cohort graduation rate, which all states use to calculate the number of students graduating from high school within the standard four years.
The new report from The National Academies of Sciences, Engineering, and Medicine examines the research on English Learners' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. The report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
U.S. Department of Education has a new interactive webpage that shares data on English Learner students (ELs). The site answers three main questions - Who are ELs? Where are ELs? And what languages do ELs speak? - by using colorful maps, bar graphs, and charts to provide a clearer understanding of America's diverse ELs population in a "data story" format based on data from the Common Core of Data. For the Department's press release of the new webpage, click here.
This brief identifies sections in state plans that focus on English Learner accountability and provides a framework for community members to use determine if state plans meet EL accountability requirements.
This Education Week article reports on the recent results of a English-proficiency test, ACCESS 2.0, and how a planned scoring change impacted the number of students scoring proficient. The article provides specific examples of this impact in Nevada, Maine, and Tennessee.