Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models

Based on a U.S. Department of Education guide, these model analyses illustrate procedures a state could use to compare and contrast school-level overall and English learner accountability determinations for proficiency in reading/language arts. These examples are provided only to illustrate how a state could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners.

Published: March 2017 

Author: H. Gary Cook, Narek Sahakyan, Robert Linquanti

Access the Working Paper from the WCER website