The requirement for an indicator of “progress in achieving English language proficiency”(English language proficiency) for English learners (ELs) must now be included in state systems of educational accountability under the Every Student Succeeds Act (ESSA, § 1111 (c)(4)). Specifically, the statute requires that English language proficiency be addressed in two1 specific ways within systems of accountability—as part of the state’s long-term and interim goals, and as part of an annual system that meaningfully differentiates schools. ESSA’s inclusion of English language proficiency within Title I accountability systems represents a key juncture in accountability policy that provides states the opportunity to define, or redefine, progress in achieving English language proficiency in a system of accountability that considers all EL students. 2 The goal of this brief is to first provide an overview the ESSA requirements around English language proficiency within systems of accountability, and then to offer guidance on the ways in which (a) progress in achieving English language proficiency can be defined,(b) these various definitions can be incorporated into ESSA-compliant state accountability systems, and (c) a state can evaluate the validity of a state ESSA accountability system for meeting EL policy goals.

States must first establish a vision for English learners and English language acquisition embedded in a coherent theory of action before engaging in accountability system design. There are a variety of design decisions that must be made in order to create a new school accountability system under ESSA. The new federal law permits a wide latitude in the specifics of state accountability systems–allowing for variety of types of indicators reported, the stated goals and targets, and the rewards or consequences for schools. Therefore, state leaders need to base complex design decisions on a clear state vision and a theory about how the accountability system will function to support that vision. By providing clearly articulated educational goals for all students, and for English learners in particular, the state vision provides the basis for the evaluation of any particular aspect of the accountability system, as well as the role the accountability system plays within the state educational system. That is, a clearly outlined vision and accompanying theory of action is necessary to facilitate the design of a coherent accountability system.