Area of need in Assessment, Evaluation, and Accountability

1. Accountability Trends in Bilingual Education
Maria Cieslak
Walden University
PhD in Education: Graduate Student
Assessment, Evaluation, and Accountability

2. Source:
U.S. Census Bureau
2013 American Community Survey

3. Gates, 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
Accountability Research Data
Minimal 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.
Relaño Pastor, A. M., & Vásquez, 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
Quantitative data does not fully capture the
dynamics of bilingual programs. Ethnographic
field notes add to the richness of non-school
contexts.

4. 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.

5. References
Gates, 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
Relaño Pastor, A. M., & Vásquez, 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.