Policy Evaluation and Support

Our professional interactions with practitioners, researchers, and policymakers in all corners of the education field give edCount a comprehensive view of how policies and programs impact and function in schools, districts, and states across the country. This broad perspective makes us particularly capable of contributing to federal, multi-state, state, and district efforts to evaluate, improve, and respond to federal or state policies and initiatives.


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Evaluating the Validity of English Language Proficiency Assessments

The Evaluating the Validity of English Language Proficiency Assessments (EVEA) project brought together a consortium of five states – Washington, Oregon, Montana, Indiana, and Idaho – with a team of researchers and a panel of experts to develop a comprehensive framework for considering the meaning and utility of scores from English language proficiency assessments (ELPAs).

The resulting framework can be adapted by any state and used to assess the validity of a state’s ELPAs. This work culminated with the creation of a comprehensive website that provides tools and resources to states to evaluate the validity of their ELPAs. These resources include the theory of action, evaluation models, study designs and instruments, bibliographies, presentations, and white papers. For more information, visit the EVEA website.

National Evaluation of Title III Implementation

In 2008, the U.S. Department of Education initiated a contract to evaluate the implementation of Title III of the No Child Left Behind Act (NCLB), which specifically addresses policy and programs to serve English learners (ELs).

edCount contributed substantive expertise to the National Evaluation of Title III by collecting and analyzing English language proficiency standards and supporting documents for all 50 states and the District of Columbia, and producing a report detailing our findings. edCount also conducted a comprehensive literature review on standards, assessments, and accountability practices under Title III, and engaged in the collection, synthesis, and analysis of data captured via telephone and on-site interviews with state-level administrators of Title III and related programs.