Selected Issues & Recommendations for ESEA Reauthorization
Working Group on ELL Policy Improving Educational Outcomes for ELLs
Diane August Center for Applied Linguistics Robert Linquanti
WestEd
Slide 2
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 2 Working Group on ELL
Policy http://ellpolicy.orghttp://ellpolicy.org 2 Working Group on
ELL Policy Diane August (Center for Applied Linguistics) Steve
Barnett (National Institute for Early Education Research) Donna
Christian (Center for Applied Linguistics) Michael Fix (Migration
Policy Institute) Ellen Frede (National Institute for Early
Education Research) David Francis (University of Houston) Patricia
Gndara (University of California, Los Angeles) Eugene Garcia
(Arizona State University) Claude Goldenberg (Stanford University)
Kris Gutirrez (University of California, Los Angeles) Kenji Hakuta
(Stanford University) Janette Klingner (University of Colorado)
Robert Linquanti (WestEd) Jennifer ODay (American Institutes for
Research) Charlene Rivera (George Washington University)
Slide 3
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 3 Presentation Purposes
Provide brief background and context Review and highlight
recommendations related to identification and reclassification
Review several other key recommendations Point out challenges and
dilemmas Get your reactions and suggestions
Slide 4
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 4 Identification and
Reclassification Procedures Produce Unstable ELL Subgroup The
Revolving Door Problem
Slide 5
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 5 Removing successfully
reclassified FEP-ELLs yields very distorted picture of how ELL
cohort performs. Complete ELL subgroup represents gap more
accurately. Blue = Model District Red = California English-Only
English Learners (complete cohort) Hakuta & Thompson, 2009
Slide 6
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 6 Meeting Grade-Level
Performance Standards (CA 2010 CST-ELA Results) X Linquanti,
2010
Slide 7
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 7 Total N = 687,158 (In
Grs. 6-11: 546,594, or 80% of all RFEPs) Basic or Below: N =
263,889 38.4% of all RFEPs are are below academic proficiency in
ELA content test Many students drop in academic performance years
after reaching English proficiency (CA 2010 CST-ELA Results:
Reclassified-FEP Students) Linquanti, 2010
Slide 8
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 8 ELL Subgroup
Identification & Classification Recommendations Require states
to establish stable ELL subgroup membership for accountability
purposes. States should: Designate students as members of the ELL
subgroup based on their English language proficiency status at
entry into school in the state in which they reside Distinguish
among ELLs by language proficiency level to monitor achievement
& deliver appropriate services Count students who began as ELLs
for purposes of accountability in ELL cohort for duration of their
schooling in the state
Slide 9
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 9 ELL Subgroup
Identification & Classification Recommendations Benefits:
Yields more accurate progress and performance info, enhancing
evaluation and improvement efforts Continued progress-monitoring
recognizes developmental nature of SLA and fosters better service
delivery at all ELP levels Increases fairness and legitimacy of
accountability system
Slide 10
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 10 Working Group on ELL
Policy http://ellpolicy.orghttp://ellpolicy.org 10 Establish a
Stable ELL Subgroup Students Who Began as ELLs (English Proficient
Learners) Met State's English- language proficiency criteria Should
meet grade-level proficiency; Counted in subgroup to hold states
accountable for equity & access Current ELLs 1-5 yrs in State's
schools Should meet annual ELP & academic progress goals
Long-term ELLs >5 yrs. in State's Schools % should decrease
annually For accountability, Total English Learner (TEL) group
includes:
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Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 11 AccountabilityReporting
ELPAcad. Core% LT-ELLELPAcad. Core% LT- ELL ELLs (1) English
Proficient Learners (EPL) (2) Total English Learner (TEL) (1+2)
Strengthening ELL Accountability & Reporting
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Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 12 Other Key
Recommendations Assessment, Accountability, Human Capital, and
Capacity Building
Slide 13
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 13 Assessment and
Accountability Establish an ELL Expert Committee to advise the
Secretary on assessment and accountability: 1.Develop guidance and
regulations pertaining to the inclusion of ELLs in state
accountability and assessment systems 2.Develop and approve
standards used by the Secretary in review of state accountability
systems 3.Serve on Title I peer review panels to ensure that panels
include ELL experts 4.Provide guidance in research agenda relevant
to implementing ELL accountability
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Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 14 Assessment and
Accountability Allow states with an interest in bilingual language
and literacy development to make appropriate modifications or
adaptations to their assessment and accountability systems to
include linguistic and academic progress and competencies in two or
more languages.
Slide 15
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 15 Human Capital Require
states to demonstrateas a precondition for receiving funds under
Title II and Title IIIthat their credential requirements and
alternative routes to certification of teachers of core content
include components that are effective in preparing these teachers
to address both the content and academic language needs of English
language learners.
Slide 16
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 16 Define English as a
Second Language (ESL) as an additional core academic subject for
ELLs within ESEA, and apply the same Highly Qualified Teacher
requirements to teachers of ESL/ELD as to teachers of other core
academic content areas Human Capital
Slide 17
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 17 Capacity Building Focus
Title III on building national, state, and local capacity to ensure
that ELLs acquire the language competence needed for academic
success. ESEA, under Title III, should support the development of
many more teachers from students language communities who are
proficient in both their L1 and English
Slide 18
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 18 Key Issues Looking
Ahead How will states help ELLs meet the new common core standards
? (How) will Race to the Top Assessment Consortia design and
implement appropriate assessment systems for ELLs? How will the
next generation ELP assessment systems (EAG-ELP) align/integrate
with RTTAC? How will ESEA reauthorization foster or constrain these
efforts? How will we improve quality and effectiveness of teachers
of ELLs? How will value-added work?
Slide 19
Working Group on ELL Policy
http://ellpolicy.orghttp://ellpolicy.org 19 Thoughts, reactions,
questions?
