Efficient Implementation Of A Higher-Order Language With Built-In Ad All Students Have The Opportunity To Learn And To Achieve High Standards

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All Students Have The Opportunity To Learn And To Achieve High Standards

Title I of the Elementary and Secondary Education Act provided federal assistance to schools to meet the educational needs of disadvantaged students. Congress substantially reshaped the program by moving from a remedial focus to higher standards and accountability for higher achievement. For the first time, the law established requirements for the full inclusion of students with limited English proficiency in Title I programs, assessments, and accountability systems. California is a particularly important state in terms of Title I reforms because it receives far more Title I funding than any other state. Twenty-two percent of California’s children fall below the federal poverty line, and the achievement of its students, especially its poor African-American and Latino students, lags behind the rest of the country.

California is one of the most critical states in the nation for the standards-based reform movement, but it has had an inconsistent record of addressing the needs of its students.

However, California districts have seen an influx of new funding in recent years. The state plans to increase the general expenditure of funds for education. Only 19% of California fourth graders were at or above proficient on NAEP (National Assessment of Educational Progress) in reading, and among poor and minority students only 8% of Black, 7% of Hispanic, and 6% free/reduced. students eligible for the price lunch were at or above proficiency. A third of its nine-year students did not graduate from high school four years later. The numbers for Black and Latino students are higher; 44% of Black and 45% of Hispanic nine-year students did not graduate on time, or at all.

At fifth grade, only 8% of English language learners were above the national average in reading. In math, 51% of all English-speaking eighth graders met or exceeded the national average compared to 15% of ELLs (English Language Learners).

Studies have found that third graders enrolled in reduced class sizes did slightly better than those who were not and that the gains were found across all socioeconomic levels. There has been some criticism of the program, however, because the program prompted the rapid hiring of additional teachers in California, many with little or no experience. Proponents of English-only instruction attribute the gains for ELL students in some school districts to the legislation, while proponents of bilingual education argue that the gains are due more to reduced class sizes and larger liability.

School districts and individual schools are required by federal law to provide assessment and accountability data that indicate that specially funded students are learning the district’s core curriculum. State laws and regulations also require that a district have results of an annual evaluation that demonstrates that each of its participating schools implements consolidated programs that are effective under the criteria established by the local governing board.

The state indicates that the standards adopted for ELL and former ELL and immigrant students in the core subjects should be the same standards as those required for mainstream students. ELLS are expected to receive English language development until they are rated as fluent in English. In addition, all students continue to take the Stanford test in appropriate science at the level of enrollment. Each student is required to take the high school exit exam in grade 10 and can take the exam during each subsequent administration, until each section has been passed.

In addition to taking the designated test in English, ELLs who have been enrolled in California public schools for less than 12 months must also take a test in their primary language if one is available. The guidance of the CDE (California Department of Education) also suggests that, whenever possible, the evaluations of subjects such as mathematics, science, social sciences, health, and other courses required for the promotion of the level should be administered to ELLs in the language in which they are best able to demonstrate their knowledge of the subject.

Through their local accountability system, districts are encouraged to use multiple measures in reading/language arts and math for all students. The United States Department of Education has informed the CDE that the state’s assessment program may not be in compliance with Title I requirements for final assessments. Key requirements in federal law that must be met by California education officials include uniform statewide policies to ensure full inclusion of all students in assessments, disaggregation of assessment results by major racial groups and ethnicities, as well as the status of migrants, and compliance with the requirement of Title I. for the use of several measures. Growth targets are set for each significant ethnic subgroup and the school as a whole. Schools that meet or exceed growth targets will be eligible for monetary and non-monetary awards. Schools that continue to fall below their targets or do not show significant growth may be subject to local interventions or eventually state sanctions.

The CDE reports that it is working to align state and federal requirements into a single state accountability system. Title I schools will be identified for program improvement when they have failed to make adequate annual progress for two consecutive years. Despite recent progress, California still has a long way to go before it is in full compliance with federal requirements. The state also has to:

– demonstrate that state testing is aligned with state content and performance standards. This is important because California has chosen to use a nationally benchmarked multiple-choice test as the centerpiece of its new school accountability program.

– develop multiple valid and reliable measures of student performance. Current state standards for determining adequate yearly progress are based solely on school scores and do not even incorporate many of the student performance measures required by Title I.

– provides for the appropriate inclusion of ELLs in the evaluation and accountability program. Currently, ELLs are assessed largely in English, although state law requires that students be tested in the language in which they are most likely to give accurate and reliable information about their skills and knowledge.

– provide resources, capacity building and other assistance to schools and districts to ensure that all students have the opportunity to learn and achieve high standards. In particular, class-reduction reforms have left many children in high-poverty schools without fully qualified teachers or adequate classroom space.

There is reason to doubt that the corrections and improvements necessary to come into compliance with federal law can be made in time to satisfy the statutory deadlines. State and federal education officials are challenged to design a compliance and implementation plan for California that will make good on the promise that all students will reap the benefits of standards-based reform.

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