Title Allocating federal funds for state programs for English language learners / Panel to Review Alternative Data Sources for the Limited-English Proficiency Allocation Formula under Title III, Part A, Elementary and Secondary Education Act ; Committee on National Statistics and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies

Published Washington, D.C. : National Academies Press, ©2011

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Description 1 online resource (xxii, 213 pages) : illustrations Contents Introduction -- American Community Survey Estimates -- Quality and Comparability of State Tests of English Language Proficiency -- State Procedures for Identifying and Classifying English Language Learners -- Comparison of American Community Survey Estimates and State Counts -- Comparability of Estimates of Immigrant School-Age Children -- Decision Criteria and Recommendations -- References and Bibliography -- Appendix A: Review of English Language Proficiency Tests -- Appendix B: Biographical Sketches of Panel Members and Staff Summary As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes Bibliography Includes bibliographical references (pages 171-179) Notes Print version record Subject United States. No Child Left Behind Act of 2001. SUBJECT American community survey. http://id.loc.gov/authorities/names/nr98024118 American community survey fast No Child Left Behind Act of 2001 (United States) fast Subject Education -- United States -- States -- Finance Federal aid to education -- United States English language -- Study and teaching -- United States -- Foreign speakers EDUCATION -- Finance. Education -- U.S. states -- Finance English language -- Study and teaching -- Foreign speakers Federal aid to education United States Form Electronic book Author National Research Council (U.S.). Committee on National Statistics. National Research Council (U.S.). Center for Education. Board on Testing and Assessment. LC no. 2011284050 ISBN 9780309186599 0309186595 1283213397 9781283213394

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