The guidance, which is non-binding, covers a range of fiscal and monitoring issues in Title III.
Recently in Testing Category
September 23, 2016
September 22, 2016
Guidance suggests that relying on a single, high-stakes assessment when determining when students exit English-language learner is problematic.
September 20, 2016
A new study out of the University of Oregon found that designating early elementary students who are close to being proficient in English as ELLs may actually do more harm than good.
May 04, 2016
The U.S. departments of Justice and Education found that the state has failed to properly identify English-learners and prematurely labeled others as fluent in English.
April 18, 2016
The Every Student Succeeds Act rulemaking committee has tentatively agreed that states should aim to develop a test in the language that's most commonly spoken by ELLs in the state.
January 11, 2016
Some ELL researchers say the new ESSA law fails to make bilingualism and biliteracy a priority for all students in the United States, including English learners.
December 02, 2015
The legislation would do more to hold all schools, not just those with significant ELL enrollments, accountable for the education of non-native English speaking students.
November 06, 2015
Determining when to exit students from language-learner status is a "high-stakes" decision, the authors of a new report say.
September 11, 2015
Miami-Dade joins the District of Columbia, Chicago and a growing number of states in offering the special recognition for students.
August 07, 2015
It's a question on the mind of many educators. Most researchers agree that proficiency is linked to academic success in other content areas.