FAQ
Q: What are the three AMAOs under Title III of NCLB?
A:AMAOs, also known as Annual Measurable Achievement Objectives, are annual performance targets for English language learners (ELLs) under Title III of the No Child Left Behind Act (NCLB) of 2001.
States and their grantees must meet three AMAOs under Title III (§. 3122):
- Number or percentage of English language learners making progress in English, based on the state English language proficiency assessment
- Number or percentage of English language learners attaining English proficiency on the annual state English language proficiency assessment
- Number or percentage of English language learners (as a subgroup) meeting Adequate Yearly Progress (AYP) outcomes under Title I at the State and local levels
Title III AMAOs measure two areas of development: English language development/attainment and academic achievement for ELLs. The first target area focuses on English language development and attainment as it relates to State English language proficiency standards. State standards for English language proficiency include five developmental areas: listening, speaking, reading, writing, and comprehension. All states are required to develop English language proficiency standards and adopt an aligned English language proficiency assessment for measuring annual growth.
The second target area for accountability under Title III focuses on measuring academic achievement in content areas that include reading, language arts, math, and science. This target area addresses accountability under Title I by measuring Adequate Yearly Progress (AYP) outcomes for ELLs as a subgroup.
States set annual targets for each of the three AMAOs. Title III grantees use both State academic and English language assessment results to demonstrate growth toward meeting the Title III AMAO goals.