Accountability
Accountability Trends in Bilingual EducationMaria CieslakWalden
UniversityPhD in Education: Graduate Student Assessment,
Evaluation, and Accountability
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Source: U.S. Census Bureau 2013 American Community Survey
Reference
Ruiz Soto, A., Hooker, S., & Batalova, J. (2015). Top
Languages spoken by English language learners nationally and by
state. Retrieved from
http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state
2
Gates, G. S. & Lichtenberg, K. (2005). Accountability data
and decision making inTexas bilingual education programs. Journal
of Latinos & Education. 4(4), 271-282.doi.:
10.1207/s1532771xjle0404_5 Accountability Research DataMinimal use
of data collected from federal, state, and district entities are
used by bilingual program directors in Texas. Short-term and
long-term bilingual program outcomes should be evaluated. Relao
Pastor, A. M., & Vsquez, O. A. (2011). Accountability of the
informal: Challenges and new directions. Pedagogies: An
International Journal. 6(3), 200-215. doi:
10.1080/1554480X.2011.579049
Valentino, R. A., & Reardon, S. F. (2015). Effectiveness of
four instructional programs designed to serve English learners:
Variation by ethnicity and initial English proficiency. Educational
Evaluation and Policy Analysis. 3(4), 612-637. doi:
10.3102/016237371553310Quantitative data does not fully capture the
dynamics of bilingual programs. Ethnographic field notes add to the
richness of non-school contexts.
ReferencesGates, G. S. & Lichtenberg, K. (2005).
Accountability data and decision making in Texas bilingual
education programs. Journal of Latinos & Education. 4(4),
271-282. doi.: 10.1207/s1532771xjle0404_5
Relao Pastor, A. M., & Vsquez, O. A. (2011). Accountability
of the informal: Challenges and new directions. Pedagogies: An
International Journal. 6(3), 200-215. doi:
10.1080/1554480X.2011.579049
Valentino, R. A., & Reardon, S. F. (2015). Effectiveness of
four instructional programs designed to serve English learners:
Variation by ethnicity and initial English proficiency. Educational
Evaluation and Policy Analysis. 3(4), 612-637. doi:
10.3102/016237371553310
3
Yarbrough, D. B. , Shulha, L. M, Hopson, R. K., & Caruthers,
F A. (2011). The program evaluation standards: A guide for
evaluators and evaluation users. (3rd ed.) Thousand Oaks, CA: Sage
Publications, Inc.
Accountability Opportunities Examine political, economic, and
social frameworks to understand the elements of bilingual
programs.Build authentic partnerships with stakeholders to promote
mutual learning. Review the utility of bilingual programs at
different points in time.Establish community buy-in by building on
community strengths within historically situated contexts.
Reference
Yarbrough, D. B., Shulha, L. J., Hopson, R. K., & Caruthers,
F. A. (2011). The program evaluation standards: A guide for
evaluators and evaluation users. Thousand Oaks CA: Sage.
4
ReferencesGates, G. S. & Lichtenberg, K. (2005).
Accountability data and decision making in Texas bilingual
education programs. Journal of Latinos & Education. 4(4),
271-282. doi.: 10.1207/s1532771xjle0404_5
Relao Pastor, A. M., & Vsquez, O. A. (2011). Accountability
of the informal: Challenges and new directions. Pedagogies: An
International Journal. 6(3), 200-215. doi:
10.1080/1554480X.2011.579049
Ruiz Soto, A., Hooker, S., & Batalova, J. (2015). Top
Languages spoken by English language learners nationally and by
state. Retrieved from
http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state
Valentino, R. A., & Reardon, S. F. (2015). Effectiveness of
four instructional programs designed to serve English learners:
Variation by ethnicity and initial English proficiency. Educational
Evaluation and Policy Analysis. 3(4), 612-637. doi:
10.3102/016237371553310
Yarbrough, D. B., Shulha, L. J., Hopson, R. K., & Caruthers,
F. A. (2011). The program evaluation standards: A guide for
evaluators and evaluation users. Thousand Oaks CA: Sage.
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