Like general assessments, there are two types of English language proficiency (ELP) assessment reports: federal and public reporting.
For federal reporting, each state that receives Title III funding to support programs for English Learners (ELs) must prepare and submit a biennial report to the federal government. The report must provide information about the effectiveness of English language development programs, including the number of students achieving proficiency in English each year.
States must also submit information on students’ attainment of English proficiency as part of the U.S. Department of Education EdFacts data initiative. EdFacts centralizes and streamlines states’ educational data for use in making policies and planning programs.
EdFacts data are used to create an annual consolidated performance report that includes the number of ELs identified and receiving services, their participation in the state ELP assessment, the number making progress (typically defined as moving up one English proficiency level from the previous year), and numbers attaining English proficiency. Information from these reports are available to the public through EdDataExpress.
In addition to these reporting requirements, districts must inform parents of identified ELs, within 30 days, if the language development program fails to meet established achievement targets on state ELP assessments.
Disaggregation of progress for ELs with disabilities is required by the Every Student Succeeds Act (ESSA).