Accountability Data and Decision Making in Texas Bilingual Education Programs

Abstract

This study reports data collected from a survey of 140 Texas bilingual program directors to explore the use of accountability data for program decision making. Examined are findings related to the availability, kinds of decisions made, and evaluation activities conducted using 11 sources of data (i.e., the Texas Assessment of Academic Skills, English norm-reference tests, Spanish norm-reference tests, report card grades, oral language proficiency, high school status of "on track to graduate," retention, attendance, student socioeconomic status, student discipline, and student mobility). Implications of findings for practice are drawn, as well as relevance to current accountability policy.

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