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ERIC Number: ED518024
Record Type: Non-Journal
Publication Date: 2011-Mar
Pages: 67
Abstractor: ERIC
Reference Count: 129
ISBN: N/A
ISSN: N/A
Title III Accountability Policies and Outcomes for K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States. Issues & Answers. REL 2011-No. 105
Anderson, Kimberly S.; Dufford-Melendez, Kathleen
Regional Educational Laboratory Southeast
This report details Title III accountability policies and outcomes for K-12 English language learner (ELL) students for school year 2007/08 in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) under the Title III annual measurable achievement objectives (AMAO) provision of the No Child Left Behind (NCLB) Act of 2001. The AMAO provision of Title III is an accountability mechanism designed specifically for ELL students. It applies to states and their subgrantees (educational entities, usually districts that serve ELL students) that receive federal Title III funds to improve programs and education outcomes for ELL students. Title III formula grants are disbursed to all U.S. states and territories. Key findings include: (1) All six states had district subgrantees; (2) The six states used five different English language proficiency assessments; (3) All six states' AMAO 1 definitions entailed measuring the annual change in English language proficiency assessment scores (comparing 2007/08 with 2006/07); (4) All six states' AMAO 2 definitions involved comparing 2007/08 assessment scores with those required to meet the state's definition of proficiency; and (5) All six states' AMAO 3 definitions were based on the state's definition of adequate yearly progress as established for Title I. Given these variations in the numbers and types of subgrantees across states, the English language proficiency assessments they used, how AMAOs were defined, and the targets they set, the 2007/08 AMAO 1, 2, and 3 determinations reported different indicators across states. Common interpretations of the results, and thus comparisons among states, are not possible. Appendices include: (1) Data sources and methodology; (2) Data organization protocol; (3) U.S. Department of Education 2008 revised interpretations of Title III of the No Child Left Behind Act of 2001; (4) Enrollment of English language learner students and first language; (5) State profiles; and (6) Features of instruction models, 2007/08. (Contains 83 tables, 4 boxes and 12 notes.) [For the summary report, see ED518023.]
Regional Educational Laboratory Southeast at SERVE Center. University of North Carolina at Greensboro, 915 Northridge Street, Greensboro, NC 27403. Tel: 800-755-3277; e-mail: RELSoutheast@serve.org; Web site: http://www.serve.org/RELSE.aspx
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Southeast (ED)
Identifiers - Location: Alabama; Florida; Georgia; Mississippi; North Carolina; South Carolina; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Funded: Yes