Robert Linquanti Project Director Robert Linquanti is Project Director for English Learner Evaluation and Accountability Support (ELEAS) and Senior Researcher for the California Comprehensive Center at WestEd. He specializes in assessment, evaluation and accountability policies, practices and systems for English learners (ELs), and has extensive experience helping states and school districts improve in these areas. Linquanti has helped several states (e.g., California, Iowa, Louisiana, New York, North Carolina, Texas, West Virginia) analyze EL language proficiency and academic achievement, and develop or revise policy for implementing or modifying the Elementary and Secondary Education Act’s Title III annual measurable achievement objectives. He co-leads an exploratory study to define and measure EL linguistic and academic progress as part of the national Title III evaluation, and works with the Los Angeles Unified School District to revise its EL master plan and develop a new EL program evaluation framework. Linquanti also leads WestEd's multiyear collaboration with the California Department of Education and regional service providers to deliver technical assistance for school districts identified under Title III as needing to improve educationservices and outcomes for ELs. Since 2001, he has provided technical assistance to hundreds of California school districts to strengthen their EL assessment, evaluation, and accountability capacity. Linquanti serves on the Texas State Assessment Technical Advisory Committee, the California English Language Development Test Technical Advisory Group; the national Working Group on ELL Policy, and several other expert panels, federal studies, and state and foundation advisory boards related to EL issues. He also regularly advises the U.S. Department of Education, U.S. Congressional staff, and the National Research Council on assessment and accountability policy and practices related to ELs. He has published and presented widely on evaluating EL education policies, EL assessment and reclassification, and improving accountability and equity for ELs. He has also taught as invited faculty at the Aspen Institute and Stanford University. Prior to joining WestEd in 1992, Linquanti administered and evaluated language training programs for Fulbright grantees with the Institute of International Education; taught English as a second language at the State University of New York (SUNY)-Buffalo and the U.S. Cultural Center in Madrid, Spain; and managed organizational change projects in local government and the private sector. Linquanti received a BA summa cum laude in English and Spanish linguistics and literature from SUNY-Buffalo; an MPA in public policy analysis from Columbia University, where he was a Columbia Public Service Fellow; and conducted postgraduate work in linguistics at the University of Madrid. Tel: 510.302.4235 510.302.4242 Email: rlinqua@wested.org Mailing Address: 300 Lakeside Drive, 25th Floor Oakland, California 94612-3540 Resource Involvement: National Evaluation of Title III Implementation Supplemental Report State Assessment Systems: Exploring Best Practices and Innovations: Summary of Two Workshops Allocating Federal Funds for State Programs for English Language Learners The Road Ahead for State Assessments Similar English Learner Students, Different Results: English Language Proficiency Assessment in the Nation: How Are English Learners Faring Under Proposition 227 Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12 Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: 2003 Report Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: 2002 Report An Enormous Untapped Potential The Redesignation Dilemma: Challenges and Choices in Fostering Meaningful Accountability for English Learners Related Press Releases: National Report on English Language Proficiency Criteria Now Available WestEd Experts Set the PACE for California Education WestEd Among Leading Researchers Recommending ESEA Improvements Five-Year Study of Proposition 227 Finds No Conclusive Evidence Favoring One Instructional Approach Related News: Linquanti Sheds Light on English Learner Funding English Learners, and Linquanti, Garner Coverage in the U.K. Linquanti Assesses Selection of Just One Consortium for New English-Language Proficiency Tests Linquanti, Walqui Join a "Who's Who" of ELL Experts on Stanford Project Linquanti Co-Authors Report on Critical Issues in Assessment Policy Accurate Identification Can Lead to Fairer Funding English-Language-Proficiency Tests Converging Toward National Standard? WestEd Staff Provide Expert Advice on English Learners to Key National Policymakers WestEd's Robert Linquanti, Expert on English Language Learners, Quoted in Education Week WestEd's Robert Linquanti on Expert Panel, Assessment and English Language Learners Robert Linquanti Interviewed on NCLB's Accountability Requirements for English Learners Robert Linquanti's Policy Work In the Spotlight WestEd Offers Free Webinar on Using ARRA Funds for Improving English Learners' Achievement WestEd ARRA Webinars Help Districts Prioritize Funding Choices WestEd Evaluation Study Cited Robert Linquanti Cited on Potential Impact on State Accountability Systems Santa Cruz Looks to Open Bilingual School WestEd's Robert Linquanti Notes Influence of High-Stakes Testing A Conversation With Robert Linquanti Robert Linquanti on English Learners and Bilingual Education WestEd’s English Learner Expertise in the Spotlight Improving English Learners' Access to Higher Level Instruction Research on English Learners Presented Study Finds No Evidence Favoring Either English-Only or Bilingual Approach WestEd's English Learner Research at the Forefront