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

Annual Measurable Achievement Objectives (AMAOs) for ELLs

An area of need across states that is requiring more attention is the setting of Annual Measurable Achievement Objectives for ELLs. NCLB’s Title III requires that each state establish three AMAOs.

• AMAO 1: The number or percentage of ELLs making progress toward English language proficiency (one level per year) until reaching proficiency.
• AMAO 2: The annual increase in the number or percentage of students attaining English language proficiency.
• AMAO 3: As a subgroup (per Title I), ELLs’ adequate yearly progress (AYP) toward meeting grade-level academic achievement standards in English language arts and math.

States are accountable for meeting their AMAOs, and receipt of Title III funding is contingent on this.

As of 2007, all 50 states report having an English language proficiency assessment for their ELL students. All states have set their AMAOs (U.S. Office of Management and Budget and Federal Agencies, 2006). However, many have not set all three AMAOs, and AMAOs vary widely across states, making cross-state comparisons difficult (Center on Education Policy, 2006). In order to provide states with information related to setting and monitoring progress toward meeting AMAOs, the AACC has identified the following resources for their consideration.

Resources regarding AMAOs

The following resources offer considerations for states in relation to their AMAOs. This list will be updated as additional resources are reviewed using the AACC vetting criteria.

U.S. Congress. (2002). No Child Left Behind Act of 2001. Public Law 107–110, 107th Congress. Washington, DC: Government Printing Office.

Center on Education Policy. (2006, March). From the capital to the classroom: Year 4 of the No Child Left Behind Act. Washington, DC: Author.

Note: Additional resources will be provided as they become available and are reviewed using the AACC vetting criteria.

Related Links

• Accountability of Special Student Populations: English Language Learners and Students with Disabilities
• Public Law Title I and Title III

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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