Legislation calls for states to report to the federal government the number of English language learners (ELLs) making progress in learning English (typically defined as moving up one English proficiency level in a year). They must also report yearly increases in the numbers attaining English proficiency. Results for ELLs with significant cognitive disabilities taking an alternate assessment of ELP are included in these calculations. States may not report scores from the alternate assessment of ELP separately from scores from the general ELP assessment.
Data on students’ progress and attainment of English proficiency are publicly available as part of the EDFacts data initiative that centralizes K-12 performance data for use in educational planning and policymaking.
In addition to these reporting requirements, districts must inform parents of identified ELLs, within 30 days, if the language development program fails to meet established achievement targets on state ELP assessments. This parent reporting requirement applies to parents of all students taking an ELP assessment, including an alternate ELP assessment.
NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.