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Download full textWashington Office of Superintendent of Public Instruction, 2015
The "Washington English Language Proficiency Assessment" (WELPA) is a No Child Left Behind (NCLB)-compliant instrument that is used in Grades K-12 as a formal and standardized method of measuring language proficiency. The test results provide important information for classifying English Language Learners (ELLs) and subsequently for…
Descriptors: Language Proficiency, Language Tests, English, Data Interpretation
Peer reviewed
Direct linkSpringer, Matthew G. – Education Next, 2008
Increasingly frequent journalistic accounts report that schools are responding to No Child Left Behind (NCLB) by engaging in what has come to be known as "educational triage." Although these accounts rely almost entirely on anecdotal evidence, the prospect is of real concern. The NCLB accountability system divides schools into those in…
Descriptors: Educational Needs, Equal Education, Minimum Competency Testing, Educational Improvement
Higgins, Scottie; Hockenberry, Cathe – 1979
State and federal policy issues regarding graduation requirements for handicapped students are explored. After a historical review of such issues as school attendance laws and the competency based testing movement, the effect of state and federal legislation is discussed. State action regarding minimum competency testing is charted and four policy…
Descriptors: Court Litigation, Disabilities, Federal Legislation, Graduation Requirements
Rosewater, Ann – 1979
Intended for federal, state, and local policymakers, the document looks at the actual policies and practices of local and state education agencies in carrying out their minimum competency requirements, with particular emphasis on the mandates of P.L. 94-142 (the Education for All Handicapped Children Act) and Section 504 of the Rehabilitation Act…
Descriptors: Compliance (Legal), Educational Policy, Elementary Secondary Education, Federal Legislation
Hathaway, Walter E. – 1981
More than thirty states, as well as numerous local school districts, have adopted some form of student minimum competency program. Such programs vary widely in their purposes which range all the way from instructional and curriculum planning to deciding whether students are promoted from grade to grade. Thus far, there has been little actual…
Descriptors: Academic Standards, Basic Skills, Competency Based Education, Educational Legislation
Beach, Joyce – 1982
The Commonwealth of Massachusetts has had a competency-based vocational instructor approval process for more than two and one-half decades. Perhaps the most important element in this process has been the vocational competency testing. Although some say that Massachusetts is out of step, others feel that Massachusetts has a well-established testing…
Descriptors: Competency Based Teacher Education, Court Litigation, Due Process, Equal Protection
Merkel-Keller, Claudia – 1992
New Jersey has taken steps to improve vocational education programs and services in response to two state reports and the measurement and evaluation requirements of the reauthorized Carl D. Perkins Vocational and Applied Technology Act of 1990 (P.L. 101-392). Among state initiatives is the Occupational Competency Project, a study of 100…
Descriptors: Academic Standards, Accountability, Educational Assessment, Educational Improvement
