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Recently arrived English learner (RA EL) students represent a growing yet often underserved subpopulation of English learners. RA ELs are diverse in their levels of initial English proficiency, prior formal schooling, primary language literacy, and age/grade entry.

This guide helps educators factor recently arrived English learner students into their state assessment and accountability systems. Also included are seven suggested guidelines for RA EL assessment and accountability model development:

• Establish a clear, statewide definition of a RA EL
• Develop a theory of action for RA EL accountability models
• Carefully consider RA EL options permitted under the federal Every Student Succeeds Act provisions and related regulations relative to the state’s assessment and accountability model
• Determine the appropriate option(s) based on a theory of action and aligned RA EL accountability model
• Validate assessment use in the state’s chosen RA EL accountability model
• Establish procedures for implementing the state’s chosen RA EL accountability model
• Establish evaluation criteria and an evaluation process for the state’s chosen RA EL accountability model

A state can use these guidelines to engage in a systematic process of developing a RA EL accountability model; or to formatively evaluate its currently proposed or established approaches to RA EL assessment and accountability.