Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities:
Development and Implementation of Regulations

Accountability of Special Student Populations: English Language Learners and Students with Disabilities

English language learners (ELLs) are held accountable in two ways under NCLB: as a subgroup, they must meet Adequate Yearly Progress (AYP) under Title I for reading, math, and science; and they must meet Annual Measurable Achievement Objectives (AMAOs) under Title III. Meeting the Title I AYP requirement helps states relate ELL gains in English learning and proficiency to the preparation of this subgroup of students to meet challenging state academic achievement standards. Meeting Title III AMAOs means that states must define annual measurable achievement objectives for the ELLs they serve such that states can show increases in the number and percent of students (a) making progress in learning English and (b) attaining English proficiency.

Students with disabilities (SWDs) also are measured annually per NCLB Title I vis-à-vis challenging academic content standards and academic achievement standards. SWDs are held accountable as a subgroup for meeting or exceeding (or, in some cases, for demonstrating continuous and substantial progress toward) state-specific proficiency targets (AYP) in reading, mathematics, and science. State plans for assisting SWDs in reaching performance goals, including decision-making about supplemental educational services, are developed in coordination with requirements of the Individuals with Disabilities Education Act (IDEA). For students with the most significant cognitive disabilities, states have been granted flexibility in assessing the academic progress of these students, provided that 1) these students continue to be held to appropriate academic content and achievement standards; 2) each student’s Individualized Education Program (IEP) team determines the level of participation in state assessments; and 3) these students are not excluded from the state accountability system. All assessments developed by states must allow for reasonable accommodation of SWDs (per Sec. 602[3] of IDEA, 2004) during testing, provide coherent information about student attainment of standards, and be consistent with nationally recognized standards for technical quality. In addition to reporting performance on the state assessment, states must also report the level (percent) of SWD’s participation and their performance on a secondary academic indicator (e.g., attendance or graduation rates).

Related Links

• Public Law Title I and Title III
• Assessments for Special Student Populations: Technical Quality
• Test Accommodations
• Standard Setting
• Annual Measurable Achievement Objectives (AMAOs) for ELLs

Please cite as: Sato, E., Rabinowitz, S., Worth, P., Gallagher, C., Lagunoff, R., & McKeag, H. (2007). Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations. (Assessment and Accountability Comprehensive Center report). San Francisco: WestEd.

© 2007 WestEd. All rights reserved.

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