[Lmresearch] New GAO study finds EL test scores trail state NCLB progress goals

[Russell W. Rumberger]

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           NCLB Act:  Assistance from Education Could Help States Better Measure Progress of Students with Limited English Proficiency

            In school year 2003-2004, state data showed that the percentage of students with limited English proficiency scoring proficient on a state's language arts and mathematics tests was lower than the state's annual progress goals in nearly two-thirds of the 48 states for which we obtained data. To help these students progress academically, state and district officials in the 5 states we visited reported using a variety of strategies, including training teachers to incorporate language development into academic classes. Further, our review of data 49 states submitted to Education showed that the performance of students with limited English proficiency on states' mathematics assessments for elementary school students was lower than that of the total student population in all of these states but 1. Although the student groups are not mutually exclusive, in most of the 49 states, the performance of students with limited English proficiency was generally lower than that of other groups, such as economically disadvantaged students. Factors other than student academic knowledge, however, can influence whether states and districts meet their academic progress goals for students with limited English proficiency, such as how a state establishes its annual progress goals. To support improved academic progress for these students, district and state officials we spoke with in our 5 study states reported using strategies similar to those considered good practices for all students. In particular, they cited providing teacher training focused on these students, having school leadership focused on their needs and using data to target interventions as key to the success of these students. 

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            [Education/English learners]


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