Title III of the No Child Left Behind Act (NCLB) requires school districts to meet specified Annual Measurable Achievement Objectives
Very few states had English language proficiency standards or assessments before the 2001 ESEA amendments required them; (2) Many states reported difficulties developing a cut score for Annual Measurable Achievement Objectives
(AMAO) 1 and AMAO 2 because of their lack of experience with this type of testing.
Designed to provide school districts with baseline data they can use to develop Annual Measurable Achievement Objectives
(AMAO), the new IPT 2004 tests will be available for testing K-12 students and will provide student scores in five categories: English speaking, listening, reading, writing, and comprehension.
Key findings from the brief are as follows: (1) Because states have used a wide variety of definitions and other features to set their Annual Measurable Achievement Objectives
(AMAO) targets, it is very difficult to compare districts across states.
Title III of the No Child Left Behind Act of 2001 (NCLB) requires state education agencies to develop progress and attainment benchmarks for school districts, called annual measurable achievement objectives
(AMAOs), for English language learners (ELLs).