At the core of contemporary U.S. language education policy is the dichotomous dividing of bilingual students into English Learners (ELs) who are entitled to extra support and non-ELs who are not entitled to this support. In this article, we genealogically trace the normative assumptions that go into this framing of the issue. We begin by examining…

As the Every Student Succeeds Act (ESSA) is implemented, states are evaluating their accountability systems to gauge these systems' alignment with ESSA stipulations. The implementation of ESSA provides states with opportunities to change the compositions of their accountability systems and to select indicators that are aligned with their visions…

The "State of Preschool 2022" annual report covers the 2021-2022 school year and is NIEER's 20th report tracking preschool enrollment, funding, and policies state-by-state. This report focuses on the recovery since the 2020-2021 school year, where we are compared to before the pandemic, where we've come over the last two decades, and…

As states continue to evolve and implement their accountability and public reporting systems in 2016 and beyond, they have an opportunity to select indicators that inform continuous improvement, guide decisions about resource allocation, inform policies, capture progress, and factor into accountability determinations. Achieve and Advance CTE have…

This "Biennial Report to Congress on the Implementation of the 'Title III' State Formula Grant Program, School Years 2012-14" is the sixth report of states' self-reported data about English learners (ELs) receiving services in "Title III"-supported language instruction educational programs (LIEPs). The biennial report to…

This report highlights states' school accountability systems, with an eye on the states that include a measure of student growth in their accountability system. For each state, the report includes: (1) Proficiency measures; (2) Growth measures; and (3) Additional measures such as graduation and dropout rates. The report also provides an overview…

This update discusses what states are doing to mitigate the trend of parents keeping their children out of statewide assessments. Over the last few years, the United States has seen growing opposition to statewide assessments, as evidenced in the increasing numbers of parents (or guardians) who are deciding not to have their children participate…

One of the most enduring and contentious debates in education circles concerns the best way to hold schools and districts accountable for improving outcomes for students and closing achievement gaps. Lawmakers, teachers, district administrators, parents, and other stakeholders--all with strong and differing opinions--have wrestled for decades with…

Graduation rates and requirements for earning a regular diploma are topics of increasing interest as states focus on ensuring that their students are college and career ready when they leave school with a diploma. To ensure that states are gauging the rates at which students are graduating in a consistent way, the Elementary and Secondary…

The country is at a crossroads in implementing measures of educator effectiveness in K-12 classrooms. While the vast majority of states require student growth and achievement to be factored into teacher and principal evaluations, most states and school districts are now grappling with the practical realities of implementing these policies. In this…

"Title III" of the "Elementary and Secondary Education Act" ("ESEA") provides formula grants to states to help support the educational needs of students identified as English learners (ELs). In school year (SY) 2011-12, ELs served by "Title III"-funded activities comprised approximately 9 percent of the…

Teacher performance, as measured by evaluations, is increasingly being considered by states in employment decisions, including the awarding of tenure--and the removal of that status, according to a 50-state policy review by the Education Commission of the States (ECS). This report, one of three based on ECS' 2014 review, identifies the states…

The purpose of this study was to examine and compare key elements of the actions that states in the USA and Australia took to implement the Common Core State Standards or Phase One of the Australian Curriculum, and what processes and products they used to facilitate implementation of these innovations. A rubric adapted from a diagnostic tool,…

This, the 30th annual "National Child Count of Children and Youth Who Are Deaf-Blind," is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center…

While federal law requires students to be tested in math, English-language arts and science in particular grades, states are still struggling to mount the resources and expertise necessary to fully implement college and career readiness standards, let alone new assessments aligned to these higher standards. New assessments are not only more…