ERIC Number: ED421484
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Statewide Assessment Programs: Policies and Practices for the Inclusion of Limited English Proficient Students. ERIC/AE Digest.
Rivera, Charlene; Vincent, Carolyn; Hafner, Anne; LaCelle-Peterson, Mark
The standards-based educational reform initiatives of the 1990's call for assessment innovations to support high standards. To document state assessment policies and to develop policy recommendations for assessment innovations, the George Washington University Center for Excellence and Equity in Education surveyed state assessment directors in 1994. Survey data from the 50 states and the District of Columbia were aggregated and analyzed to examine questions about the nature and extent of state assessment programs, the degree to which limited-English-proficiency (LEP) students were included, modifications designed for LEP students, and assessments used for accountability purposes. Forty-eight states, including the District of Columbia, reported using 117 assessment programs, an average of about 2.3 assessment programs per state. Only Minnesota, Nebraska, and Wyoming did not conduct any statewide assessment in 1994. Forty-five states included some or all LEP students in at least one assessment program, although only 15 states reported the actual number of LEP students assessed. Forty-four states allowed exceptions for LEP students on at least 1 assessment, and 27 states modified at least 1 statewide assessment for LEP students. Seventeen states reported a policy that required students to pass a high school graduation test. Overall, findings suggest that states are struggling to develop appropriate policies to include LEP students, a task that is complicated by inconsistent definitions and policies within and among states. Several recommendations are given for developing these policies. (Contains two tables and five references.) (SLD)
Descriptors: Accountability, Educational Assessment, Educational Policy, Elementary Secondary Education, Limited English Speaking, Policy Formation, Special Education, Special Needs Students, State Programs, Test Use, Testing Programs
ERIC Clearinghouse on Assessment and Evaluation, 210 O'Boyle Hall, The Catholic University of America, Washington, DC 20064; phone: 800-464-3742.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Assessment and Evaluation, Washington, DC.