From the ECS State Policy Database: Bilingual/ESL - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

Special Populations: Inclusion in State High School Assessments - This database provides 50-state information on how English language learners and students with disabilities are included in statewide high school-level assessments and exit exams. (Tim Taylor and Michael Colasanti, Education Commission of the States, June 2007)...

From the ECS State Policy Database: Instructional Approaches--Official English - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

Accommodations for English Language Learners in State Assessments PDF - Students wo do not speak English as their first language are often provided with certain testing accommodations on state assessments. For English language learners, these accommodations can be described as direct and indirect linguistic support accommodations. This ECS StateNote explores the accommodations made in each state. (Michael Colasanti, Education Commission of the States, July 2007)...

A Survey of State ELL/ESL Funding Systems MS Word PDF - This ECS StateNote describes describes how selected states fund English Language Learner/English as a Second Language (ELL/ESL) programs. The states chosen for this survey include: California, Colorado, Florida, Maryland, Michigan, New Jersey, New York and Texas. (Michael Griffith and John Hancock, Education Commission of the States, March 2006)...

Title III Accountability Policies and Outcomes for K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States--Summary - This report responds to state education agency requests for information on Title III annual measurable achievement objective policies in the Southeast Region and is intended to help state education agency staff as they revise and implement their required accountability policies for monitoring the achievement of students not yet fluent in English.l (Institute of Education Sciences, March 2011)...

Assessing Achievement of English Language Learners: Pass-Fail Status on Arizona's Language and Content Tests - The Arizona Department of Education's Associate Superintendent for Accountability requested assistance from REL West in examining the coherence of the testing system used in determining English language learner placement and achievement. This is the analysis. (RELWest, WestEd, July 2010)...

Title III Accountability and District Improvement Efforts: A Closer Look--ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement and Academic Achievem - Title III of the Elementary and Secondary Education Act provides funds for states, which in turn provide subgrants to districts to develop standards-based programs and strategies for better meeting the needs of English learners. Title III requires the states to hold recipient districts accountable for demonstrating improved outcomes. This brief reports on data from interviews conducted with Title III officials in six states and nine districts. (Courtney Tanenbaum and Lindsay Anderson, American Institutes for Research, May 2010)...

Title III Policy State of the States--ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement and Academic Achievement Act - Provisions were included in the 2001 re-authorization of the Elementary and Secondary Education Act to ensure English learners access to core academic content as they gain the language skills needed to be successful in school and meet state standards. Title III specifies state requirements regarding the proficiency standards, assessments and accountability measures. This brief focuses on state implementation of Title III, summarizing state actions to date to implement those provisions. (Andrea Ramsey and Jennifer O'Day, American Institutes for Research, May 2010)...

Selected States' Responses to Supporting High School English Language Learners - Closing the achievement gap between English language learners and other student groups is critical to ensuring the academic success of the approximate 2.4 million ELL students in the United States. Improving data collection, assessment, instruction and accurate reporting of academic achievement results are crucial. (Nanette Koelsch, National Higher School Center, April 2009)...