to be English proficient on the basis of the state’s English language proficiency test.

RECOMMENDATION 3 The U.S. Department of Education should continue to use the American Community Survey estimate as the basis for allocating the 20 percent of the Title III funds that are to be based on the population of recently immigrated children and youth (relative to national counts of these populations).


RECOMMENDATION 4 The U.S. Census Bureau should conduct research on the accuracy of the American Community Survey language item for assessing population prevalence of English language learner children and youth, including the strength of its association with more comprehensive English language proficiency measures. With the objective of evaluating and improving the item, researchers should examine the effects on responses of situational, cultural, demographic, and socioeconomic factors, placement of the item in the questionnaire, and the ability of adult responders to make English language proficiency distinctions.

Weighting of Data Sources

RECOMMENDATION 5 When the quality and cross-state comparability of state-provided data have reached an acceptable standard, the weight given to the state-provided counts should be adjusted upward to the point at which the American Community Survey estimates and the state-provided counts contribute equally to the 80 percent portion of the allocation formula. State-provided counts should continue to be based on the number of students who are determined not to be English proficient on the basis of the state’s English language proficiency test, in a way that is comparable across states.

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