English Learner Policy Evolution: NCLB to ESSA by Alex Gabriel

English Learner Policy: From No Child Left Behind to the Every Student Succeeds Act By Alex Gabriel

Research Focus Key Terms No Child Left Behind (NCLB) Every Student Succeeds Act (ESSA) English Learners (ELs) Questions What did ESSA change for federal English learner policies? What did ESSA change for state English learner policies? How did the shift of power affect policies for English learners? What stayed the same?

Federal Education Law No Child Left Behind (NCLB, 2001) Every Student Succeeds Act (ESSA, 2015) High stakes, test-based accountability Multivariate accountability Federal decision making State decision making Disaggregate by subgroup Disaggregate by subgroup

Title I: Assessment and Accountability No Child Left Behind (NCLB, 2001) Test-based Accountability Reading and Math test 100% Graduation/ Attendance 100% Every Student Succeeds Act (ESSA, 2015) Multivariate Accountability Test-based reading and math Graduation/ Attendance Test-based ELP School quality indicator Growth and Proficiency AYP/AMO for ELs Count former ELs in accountability for up to 2 years Count former ELs for up to 4 years &

Title II: Principal and Teacher Development No Child Left Behind (NCLB, 2001) PD grants to serve most in need students Every Student Succeeds Act (ESSA, 2015) PD grants to serve most in need students Subgrants for PD for subgroups Subgrants for PD for subgroups Subgrants for certifications Universal Design for Learning

Title III: English Learner and Immigrant Education No Child Left Behind (NCLB, 2001) Schools determine entry/exit policies Every Student Succeeds Act (ESSA, 2015) SEAs standardize entry/exit policies Parental Engagement Parental Engagement SEA/ LEA accountability for ELP Engagement of LEAs and stakeholders

Percentage of ELLs, 2013-14 0.25 0.2 0.15 9.3% 0.1 8.9% 6.5% 6.3% 0.05 0 WV PA WY SD WA SC MT ME FL MS MO WI MD MA MN MI U.S. Total NM VT NH AL NY OH ND KY ID IA NE GA IN UT DE AZ OK VA IL AK NV NC AR OR KS DC NJ CT LA TN HI CO TX CA RI

% Composition EL 2001-2015 20.0% 18.0% 16.0% Arizona 14.0% 12.0% 10.0% 8.0% 6.0% Illinois 4.0% Maryland 2.0% 0.0% 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

% Composition EL 2001-2015 20.0% 18.0% 16.0% Arizona 14.0% 12.0% Implemented standardized statewide assessment for ELs (modified SELP) 10.0% 8.0% 6.0% 4.0% 2.0% 0.0% 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Federal vs. State Decision-Making % of students achieving proficiency Weighting of accountability inputs Targets for performance Assessment Standards Interventions Fed NCLB NCLB NCLB State NCLB/ ESSA NCLB/ ESSA NCLB/ ESSA ESSA ESSA ESSA

States: NCLB: Title I Proficiency Reading Baseline Proficiency Reading Endline Proficiency Math Baseline Proficiency Math Endline Graduation Rate Baseline Graduation Rate Endline 100% (2014) 22% (2008) 100% (2014) 46% (2008) 100% (2014) 15% (2008) Arizona 100% (2014) 52.8% (2008) 100% (2014) 69.1 (2008) 100% (2014) 40.7% (2008) Illinois 100% (2014) 27% (2008) 100% (2014) 87.9 (2008) 100% (2014) 33.6% (2008) Maryland

States: ESSA Title I Baseline Achievement Reading Endline Achievement Reading Baseline Achievement Math Endline Achievement Math Baseline 4 year Graduation Endline 4 year Graduation ELP ELP Endline Weight of ELP Baseline 2% (2015) 2% (2015) 25% (2015) 90% (2030) Arizona TBD TBD TBD TBD 10% TBD (2018) TBD (2030) TBD (2018) TBD (2030) 65.43% (2015) 76% (2020) Maryland TBD TBD TBD TBD (2018) 90% (2032) TBD (2018) 90% (2032) 71.9% (2016) 90% (2032) 63% (2016) 90% (2032) Illinois 5%

States: NCLB: Title II Professional Development Type Arizona No N/A Recruitment for bilingual teachers Training for teachers for students with disabilities (also applies to ELs with disabilities) Illinois Yes Maryland Yes Recruitment of bilingual teachers and training

States: ESSA Title II Professional Development Type Structured English Immersion course training A-F Accountability System Arizona Yes Illinois Empower: Identify schools/ teachers with high EL population Direct grants to teachers with large EL population Illinois Yes TESOL certification for core subject teachers Development of principals for diverse populations Maryland Yes

States: NCLB: Title III Standards/ Assessment Accountability System Services Arizona SELP Reporting System English Immersion Illinois ILELP Reporting System ESL/bilingual, biliteracy Dual Immersion/ Transitional Maryland MSA SEA ensures LEAs track EL ELP

States: ESSA Title III EL Standards/ Assessment Language Services Technical Assistance English tutoring services English Immersion programs Make resources language accessible by request Arizona AZELLA Bilingual Education EL integration Convene stakeholders for better tracking Illinois ACCESS/ WIDA Maryland ACCESS/ WIDA Bilingual Education 2 EL specialists per 12 LEAs

So What? Stayed the Same State Policy Change Power Shift Federal Policy Change State standards and assessments: Standardized entry/ exit policies ELP accountability in Title I States weight importance of ELP in accountability Race to the bottom Teacher capacity development & integrating ELs Teacher certification funding stream State initiatives Goal displacement No consistent measures Universal Design of Learning Targeted assistance Uncertain ELP goals Discretion in service provision

Questions?