Education Week - May 24, 2017 - 26

block to progress?
Some English-learner advocates say educators
who work directly with English-language learners
should play a major role in determining when, and if,
the students no longer need the specialized services.
Prior to the change in law, only 15 states used teacher
input or evaluation.
Before the passage of ESSA, Georgia was among
just six states that factored English-language acquisition into their statewide accountability systems. The
state uses the WIDA consortium's ACCESS for ELLs to
measure English-learner progress.
Factoring in other measures complicates an alreadycomplex matter, said Allison Timberlake, the director
of accountability at the Georgia education department.
"This metric has worked for our educators," Timberlake said. "We want to make sure we stick with
something that will support students and not just be a
complex calculation that no one will understand and
then basically ignore."
A recent change to the WIDA assessment could
complicate the transition for some states.
Designed to reflect the new language demands in
college- and career-ready standards being adopted by
states across the country, the new assessment, ACCESS
2.0, has raised the bar for English-language proficiency.
The change has forced English-learners to demonstrate more sophisticated language skills to achieve
the same proficiency level scores.

"STATES ARE REALLY GRAPPLING
WITH HOW TO ACCOUNT FOR THEIR
[ENGLISH-LEARNER] POPULATIONS."
Jessica Rodriguez Boudreau
Education Outreach Manager
National Council of La Raza

"It really gives muscle to this assessment and accountability, which was off on a lunar surface ... in the
old law," said Robert Linquanti, the project director
for English Learner Evaluation and Accountability
Support at WestEd, a San Francisco-based research
organization.
In Colorado, where about 14 percent of students
are identified as English-learners, state leaders aim
to set "reasonable and thoughtful targets," said
Alyssa Pearson, the chief accountability officer for
the state education department.
Colorado and Georgia are among 35 states that belong to the WIDA Consortium.
With more exacting standards in place, students'
scores could dip, extending the time some remain in
English-learner support services.
The states with accountability plans without longterm goals for English-language learners probably
lack them because the standards for English profi-

26

|

Education Week * May 24, 2017

ciency and the tests that measure how well students
are learning the language are changing.
"It's a negotiation to try and sort out where the
sweet spot is for a state," said Cook, the director of
research for WIDA. "That varies based on state policy
... what do we mean by English proficient, how do we
support these students?"
Some experts and advocates worry that the reclassification process could remain inconsistent, despite
the change in federal law.
WIDA is advising member states as they seek to
establish new exit criteria goals. Finding that socalled sweet spot could prove tricky: Set the bar too
high and students are kept in English-learner services too long, set the bar too low and they could
struggle to make the transition.
Research from the federal Regional Education
Laboratory at WestEd has found that middle and
high school-age English-language learners who are
deemed English-proficient still often struggle to
grasp math and English/language arts lessons.
In acknowledgement of that, ESSA requires states
to monitor former English-learners for four years, two
years longer than the previous law required.

Looking Ahead
A 2015 Education Commission of the States report-completed before the passage of the new federal law-makes the case that changes in the law
should elevate the status of each state's English-language-learner coordinator, said Micah Ann Wixom, a
policy analyst with the organization.
English-learners face some of the steepest odds of
earning a high school diploma and attending college.
The new provisions in ESSA could be seen as acknowledgment from Congress that the nation's K-12
schools must do more to meet the needs of Englishlearners, who are 10 percent of students nationwide.
"It puts a spotlight on the needs of these students," said Scott Sargrad, the managing director
of the K-12 education policy team for the Center for
American Progress, a Washington think tank. "[Their
performance] is consequential."
While promising outcomes are possible, advocates
are worried about potential pitfalls.
Even a report that Linquanti co-authored for the
Council of Chief State School Officers concludes that
states should use at least two measures, including
observations of how students use language in the
classroom settings, to determine whether a student
is ready to exit English-learner services.
"A lot of this is going to come down to how motivated states are, and how thoughtful they are," Linquanti said. n

 isit the LEARNING THE LANGUAGE blog, which tracks
V
news and trends on this issue.
www.edweek.org/blogs


http://www.edweek.org/blogs

Table of Contents for the Digital Edition of Education Week - May 24, 2017

Education Week - May 24, 2017
Contents
Getting a Read on Student Assessment
Assessment: A Snapshot of a Field In Motion
What Happens When Students Are The Test Designers?
Teaching Students To De-Stress Over Tests
In Science, Next-Wave Tests Slowly Take Shape
Testing the ‘Career’ Half Of ‘College and Career’
Hey, Sailor, What Career Matches Your Interests?
In the College-Testing Game, ACT Outscores SAT-for Now
More Testing on the Horizon for Nation´s ELL Students
Formative Assessments Go Digital
Education Week - May 24, 2017 - Education Week - May 24, 2017
Education Week - May 24, 2017 - C2
Education Week - May 24, 2017 - Contents
Education Week - May 24, 2017 - 2
Education Week - May 24, 2017 - Getting a Read on Student Assessment
Education Week - May 24, 2017 - 4
Education Week - May 24, 2017 - Assessment: A Snapshot of a Field In Motion
Education Week - May 24, 2017 - 6
Education Week - May 24, 2017 - What Happens When Students Are The Test Designers?
Education Week - May 24, 2017 - 8
Education Week - May 24, 2017 - 9
Education Week - May 24, 2017 - 10
Education Week - May 24, 2017 - Teaching Students To De-Stress Over Tests
Education Week - May 24, 2017 - 12
Education Week - May 24, 2017 - 13
Education Week - May 24, 2017 - 14
Education Week - May 24, 2017 - In Science, Next-Wave Tests Slowly Take Shape
Education Week - May 24, 2017 - 16
Education Week - May 24, 2017 - 17
Education Week - May 24, 2017 - 18
Education Week - May 24, 2017 - Testing the ‘Career’ Half Of ‘College and Career’
Education Week - May 24, 2017 - 20
Education Week - May 24, 2017 - Hey, Sailor, What Career Matches Your Interests?
Education Week - May 24, 2017 - In the College-Testing Game, ACT Outscores SAT-for Now
Education Week - May 24, 2017 - 23
Education Week - May 24, 2017 - 24
Education Week - May 24, 2017 - More Testing on the Horizon for Nation´s ELL Students
Education Week - May 24, 2017 - 26
Education Week - May 24, 2017 - 27
Education Week - May 24, 2017 - Formative Assessments Go Digital
Education Week - May 24, 2017 - 29
Education Week - May 24, 2017 - 30
Education Week - May 24, 2017 - 31
Education Week - May 24, 2017 - 32
Education Week - May 24, 2017 - C3
Education Week - May 24, 2017 - C4
Education Week - May 24, 2017 - CW1
Education Week - May 24, 2017 - CW2
Education Week - May 24, 2017 - CW3
Education Week - May 24, 2017 - CW4
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