What are the methods of Accountablity in California and Texas?

AND

What policies govern the inclusion of California and Texas in the accountability system?

California

This Public Schools Accountability Act (1999) requires the state to create an academic performance index (API), rating each school based on its performance on standardized tests. It must use this index to identify under-performing schools and give them funding for improvement. It also provides for rewards for high-achieving schools and requires each school district to adopt a system of accountability. The most common form of accountability at present is the SAT-9 test, although it is not currently alligned with the state standards. There has been some debate about whether or not to test English language learners because they may not have learned enough English to accurately assess their knowledge of the content areas. Under the PSAA, English language learners may only be excluded from taking the test for one year. Schools have taken different approaches towards testing English language learners. See our discussion.
This site has a posted mission of designing, developing and administering a system that holds school districts accountable for carrying out educational programs that result in improved student learning. Their goals are to: "(1) continue to improve the existing compliance monitoring system so that it focuses more on student achievement, while continuing to meet legal and ethical requirements for compliance monitoring; (2) manage a system for addressing citizen complaints that is fair and operates in a timely manner; and (3) update, process, and reconcile the Consolidated Application materials according to schedule." They have developed many technical assistance and support documents to meet their goals. The site has documents to view or download including compliance outlines.
This is a page with the actual text of Proposition 227, the Unz initiative. This proposition outlines California law about the education of English language learners.
This page outlines Title I requirements, including provisions for English language learners being eligible for these funds. In addressing the eligibility of special needs students for Title I, the guidance states: ". . . Children who are economically disadvantaged, children with disabilities, migrant children, and limited English proficient (LEP) children are eligible for Part A services on the same basis as other children that are elected for services. Thus, schools are no longer required to demonstrate that the needs of LEP students stem from educational deprivation and not solely from their limited English proficiency."

 

Texas
Look under "Bilingual Education" for most pertinent information. This is the official, 24-page reference guide for how to be accountable for bilingual education, including required program elements. This is a solid website.
Look under "Bilingual Education," which is on page 20 to see the accountability requirements for Bilingual Education programs. This site is not as informative or comprehensive as the last one.
The Texas Education Agency's guide of criteria used to guide the selection of testing options for LEP students. It also discusses the testing requirements for the Reading Proficiency Test in English which is used to assess LEP students who are exempt from taking the TAAS.
A very brief description of Texas' Education Code that states the two different accountability methods used to evaluate district LEP programs. TEA Code for Accountability
This site is a reference guide for school that will be visited by Texas' ELL Bilingual accreditation board. It lists what schools need to have (and show) to prove they are in compliance with Texas' ESL program. It details what criteria students must meet to be eligible for the program, and explains why Bilingual Education is a state-required program. The site also includes details of the state's policy.

 

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