The LEP Partnership is a U.S. Department of Education initiative to improve assessments of English language proficiency, reading, and mathematics for LEP students.

Letter Inviting States to Review Their English Language Proficiency Standards and Assessments

Deputy Secretary Simon sent a letter inviting chief state school officers to undertake an independent and voluntary self-directed review of their state's English language proficiency standards and assessments using the Framework on High-Quality English Language Proficiency Standards and Assessments. (December 17, 2007)

Agenda and Materials from LEP Partnership Meeting, October 28, 2007

• Invitation MSWord
• Agenda MSWord
• Presentations

Department Invites Review of a Draft Framework for Developing High Quality English Language Proficiency (ELP) Standards and Assessments

You are invited to submit comments on the Draft Framework by addressing them to: LEP.Partnership@ed.gov.

• Draft Framework Word

No Child Left Behind (NCLB) focuses attention on the academic achievement of more than 5 million limited English proficient (LEP) students in the U.S. An important step to improving instruction and closing the achievement gap for English language learners is high quality assessment. We must be able to measure what LEP students know and don't know—both in terms of core subject matter and acquiring English language skills—so that we have the data we need to address students' academic needs.

Developing high-quality and appropriate assessments and accommodations for LEP students is complex and challenging work for States. The Department is committed to supporting these efforts.

As part of the LEP Partnership, the Department will provide technical assistance and support to States working on a continuum of strategies for assessing LEP students in the content areas in order to support the development of models and options that might work best for States and their diverse LEP student populations, including:

• Support for State efforts to improve accommodations for LEP students based on current research—accommodations that address the language factors of assessment and do not alter the validity or reliability of the test.

• Support for State efforts in the development of high-quality native language assessments aligned to content standards.

• Assist State efforts to develop valid, simplified forms of content assessments for LEP students, such as parallel forms of assessments that are translated for LEP students or alternate assessments such as portfolios or work samples.

• Explore options for States working to develop assessments that serve the dual purpose of measuring reading content and English language proficiency.

The Department is partnering with the National Council of LaRaza, Mexican American Legal Defense and Educational Fund, Council of Chief State School Officers, Comprehensive Center on Assessment and Accountability and the National Center on English Language Acquisition to support the LEP Partnership. All States are invited to be a part of the LEP Partnership. The Department intends to disseminate across all States the findings, practices, policy recommendations, assessment instruments, and tested accommodation practices based on the work of the LEP Partnership.

LEP Partnership Technical Assistance Projects

The U. S. Department of Education has initiated work on six technical assistance projects to help States improve assessments for limited English proficient (LEP) students. These projects were recommended by States at the LEP Partnership meeting in Washington D.C. in October 2006 and most will be completed or ready to share with States by fall 2007. The projects include:

• A Framework for Developing High Quality English Language Proficiency Standards and Assessments
• A Guide for Sight Translation of Assessments
• A Guide for Native Language Assessments
• A Guide for Plain English/Linguistic Modifications
• A Guide to Conducting a Title I/Title III Assessment Linking Study
• A Handbook of Best Practices in Test Accommodations and State Assessment Policies for English Language Learners (ELLs)

Practical Guidelines for the Education of English Language Learners

• Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments (2006) PDF

• Research-Based Recommendations for Instruction and Academic Interventions (2006) PDF

• Research-Based Recommendations for Newcomer Adolescents (2006) PDF

• An Instructional Framework for English Language Learners: Implications from Research PDF (172K)

• Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

October 28-29, 2006, Meeting

• Agenda MSWord
• Presentations

Press Release and Fact Sheet

• Secretary Announces Partnership with States to Improve Accountability for LEP Students (July 27, 2006)
• Building Partnerships to Help English Language Learners (July 2006)

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Standards, Assessment and Accountability—ED information on Title I assessment, including regulations, guidance, adequate yearly progress, state accountability plans and assessment systems

• Non-Regulatory Guidance on Assessment and Accountability for Recently Arrived and Former LEP Students

Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA)

Founding Partners

• Council of Chief State School Officers
• Comprehensive Center on Assessment and Accountability
• National Council of La Raza
• Mexican American Legal Defense and Educational Fund
• National Center on English Language Acquisition