Performance of English learners is included in the state accountability system in two ways: as one of the student groups whose performance on STAAR influences accountability results for schools/districts, and via an English proficiency indicator in Domain 3/Closing the Gaps which mirrors federal ESSA requirements. (Click here for more details on ESSA requirements.)

Since TEA is in the process of making changes to the Texas English Language Proficiency Assessment System (TELPAS) that makes it impossible to include English learner progress measures in the accountability system for 2017-18, TEA sought a waiver from the U.S. Department of Education for a one-year exclusion from the requirement to include the progress of English learners in the state’s accountability system and for a one-year exclusion of English learners in their second year in U.S. schools for 2018 accountability.

However, TEA announced on Aug. 2, 2018, that USDE denied the waiver request, and that for 2018 academic accountability, the English Language Proficiency component will use prior year TELPAS data to evaluate district and campus English language progress.