Including English Learners in Your State Title I Accountability Plan

Since the passage of the Every Student Succeeds Act (ESSA)1 in 2015, state teams have
been preparing their state plans aligned with ESSA for submission in April or September
2017 to the U.S. Department of Education. Because ESSA lands much of the decisionmaking
and responsibility in education at the state and local levels, state education
leaders are encouraged to develop plans that not only meet the requirements in the
new law but that align with the state’s strategic vision to best meet the needs of all
students. One of the major changes under the new law is that many of the standards,
assessment, and accountability requirements that previously fell under Title III are now
under Title I. For example, the assessment and accountability of English Learners (ELs)
moved to Title I and must be included in the state’s overall accountability system. These
changes afford states an opportunity to reflect on their vision for strengthening English
learners’ achievement by considering their instruction and professional development
strategies related to English learners as well as their goals for English proficiency as they
craft an accountability system. This brief is intended to accompany the technical paper,
Incorporating English Learner Progress into State Accountability Systems (Goldschmidt
& Hakuta, 2017) to provide guidance to state teams about including ELs most effectively
in their Title I accountability plan.


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