The Alabama Board of Education is set to implement a dual accountability system for the upcoming academic year, a significant shift aimed at addressing new state and federal requirements regarding English learners. This decision, discussed during the board's work session on September 29, 2025, marks the first time Alabama will operate with two distinct accountability frameworks, reflecting both federal and state educational standards.

The new system will maintain the same indicators for evaluating schools, ensuring consistency across both frameworks. However, the criteria for measuring academic achievement will differ, particularly concerning English learners. Under federal law, students in their first or second year in U.S. schools will not be included in academic achievement calculations. In contrast, Alabama's new state law stipulates that English learners who are not proficient and have been in the U.S. for less than five years will also be excluded from these calculations. This divergence necessitates the creation of two accountability systems to comply with both sets of regulations.

Additionally, the board confirmed that the annual failing schools list will be based solely on unweighted academic proficiency from the state accountability system. This list will not reflect the overall performance of the educational system but will focus on specific academic outcomes. Schools that demonstrate high performance or significant improvement will be recognized under the legislative performance recognition program.

Concerns were raised during the meeting regarding the impact of transient English learners on district accountability. Board members discussed how students who move frequently, particularly in industries like agriculture, could affect dropout rates and academic assessments. The board clarified that only students who remain enrolled for at least 85% of the academic year will be counted in the accountability metrics for individual schools, thus mitigating the potential negative impact of transient populations on school performance ratings.

As Alabama prepares to roll out this dual accountability system, the implications for schools and districts are significant. The changes aim to create a more equitable assessment framework that acknowledges the unique challenges faced by English learners while ensuring compliance with federal mandates. The board's proactive approach reflects a commitment to improving educational outcomes for all students in the state.