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

March 2017, 27 pp.

Abstract: The authors develop model analyses based on a U.S. Department of Education guide to illustrate procedures a state could use to compare and contrast school-level overall and English Learner accountability determinations for proficiency in reading/language arts under the options allowed by the Every Student Succeeds Act. As a technical reference, the appendix provides detailed tables and statistical programming code used to compute modeled outcomes under the different accountability options. These model analyses 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.

Keywords: recently arrived English learners, state accountability systems, ELs, language, proficiency, code, WIDA, analysis, reading language arts, assessment

Read the full working paper: Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models (PDF)