Schools in the United States serve a linguistically diverse population of students. The U.S. Department of Education estimates that 9.1 percent of public school students in the United States were English learners (ELs) in 2014-2015. These are students who meet the federal definition of English learners, referred to in the Individuals with…

This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law's capacity-building purpose so that federal, state, and local leaders…

The Language and Culture Bureau (LCB) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) Students become bilingual and…

Under Title III of the No Child Left Behind Act of 2001 (NCLB), the Texas Education Agency is required to establish Annual Measurable Achievement Objectives (AMAOs) for the English language acquisition and academic achievement of limited English proficient (LEP) students. This 2013 Guide to Annual Measurable Achievement Objectives provides AMAO…