NCLB Move to Standardization for ELLs

The U.S. Department of Education recently published a list of proposed interpretations for Title III of No Child Left Behind regarding the annual assessments of limited English proficient students of schools who receive Title III funds. It calls for schools to use a consistent measurement to determine whether or not students are fluent in English and whether or not ELLs should continue to receive special instruction.

Some proposed interpretations include:

- A requirement that all LEP students be assessed annually with an assessment or assessments that measure each and every one of the language domains of speaking, listening, reading, and writing;

- States must develop annual measurable achievement objectives that include annual increases in the number or percentage of children making progress in learning English and annual increases in the number or percentage of students attaining English proficiency by the end of each school year;

- A requirement that annual measurable achievement objectives be developed in a manner that reflects the amount of time an individual student has been enrolled in a language instruction educational program.

- States must develop annual measurable achievement objectives for Title III-served limited English proficient student attainment of proficiency in English, as determined through a valid and reliable assessment of English proficiency. States must show annual increases in the number or percentage of LEP children attaining English proficiency.

Those who would like to comment on the proposed interpretations regarding ELLs should do so before by June 2. To view the entire text of the proposal, visit this link.