ERIC Number: ED485505
Record Type: Non-Journal
Publication Date: 2005-Jan
Reference Count: 5
Beyond Subgroup Reporting: English Language Learners with Disabilities in 2002-2003 Online State Assessment Reports. ELLs with Disabilities Report 10
Albus, Deb; Thurlow, Martha
National Center on Educational Outcomes
Although No Child Left Behind legislation does not require states to report enrollment, participation and performance data for English language learners (ELLs) with disabilities either online or in print-based reports, there is increasing interest in the academic success of this subgroup of students, estimated at about 357,325 nationwide (Zehler, Fleischman, Hopstock, Pendzick, & Stephenson, 2003). This interest is heightened by the fact that the current context of grade level standards-based reform has prioritized the educational success for all students, including those with limited English proficiency who also have disabilities. As the consequences associated with assessments increase and as the number of students who are English language learners with disabilities increase, it is likely that states will determine that it is important not only to keep track of their assessment data but also to publicly report those data. The purpose of this report is to examine the extent to which states report enrollment, participation rates in state administered tests, and the percent of those students who are proficient and above during 2002-2003. This was the first year that states were required to publicly report AYP data by the fall following the spring of the year during which the data were collected. This requirement caused a flurry of reporting activity in states. the information in this report is meant to focus needed attention on the participation and performance of English language learners with disabilities at the national level. It is also meant to promote discussion about specific concerns (e.g., appropriate minimum numbers of students able to be reported) within the larger conversation of how best to meet the educational needs of this diverse subgroup of students. Appended are: (1) Verification Letter E-mailed to States; (2) Verification Attachment; and (3) Complete Participation and Performance Data by State and Assessment Type. (Contains 25 tables and 16 figures.)
Descriptors: Federal Legislation, Second Language Learning, Outcomes of Education, Educational Objectives, Disabilities, English (Second Language), Civil Rights, Limited English Speaking, Student Evaluation
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-624-8561; Fax 612-624-0879.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Grade 10; Grade 4; Grade 8
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Washington, DC.