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Rethinking English Learner Data: Illinois’ Plans Under the Every Student Succeeds Act
By Janie Tankard Carnock
Published by New America

Illinois’ story illustrates trends playing out in school communities across the country as migration patterns change and immigrants start or settle their families in new areas. Some communities, most dramatically in the Southeast and other parts of the Midwest, are dealing with ELs for the first time. Others have a long history of trying to serve ELs but have struggled to do so equitably. In Illinois, both of these realities are simultaneously at play. Now, federal policy is reshaping how public education systems must respond to these learners. In light of the latest reauthorization of federal K–12 education law under the Every Student Succeeds Act (ESSA) of 2015, state leaders face increased autonomy and decision-making related to EL students. Moving the core of EL accountability from the law’s Title III to more heavily-funded Title I has increased the visibility of EL data collection, reporting, and use in accountability systems to flag the lowest-performing schools for ELs. 

Illinois’ state plan for ESSA was approved in late August 2017 by the U.S. Department of Education. The state’s ideas on English learner data metrics and reporting, in particular, represent a bright spot in the national context. There is a host of compelling, research-based strengths to commend, even as other components could benefit from further refinement and consideration. 

Access the report at https://www.newamerica.org/education-policy/policy-papers/rethinking-english-learner-data/