ERIC Number: ED479336
Record Type: Non-Journal
Publication Date: 2003-Mar
Assessing English Language Learners in the Great City Schools.
This document attempts to clarify the issues surrounding the assessment of English language learners (ELLs) for school board members, administrators, teachers, parents, and community members in school districts that are members of the Council of the Great City Schools. These school districts enroll more than 30% of all ELLs in the United States. The report is the result of meetings of the bilingual education directors of the Council and the organization's Task Force on Bilingual Immigrant and Refugee Education. The document serves as a reference to the provisions of the federal No Child Left Behind Act that pertain to the assessment of ELLs. It provides profiles of available English language proficiency assessments, and provides information on native language assessment and accommodations available for ELLs taking the academic achievement tests in English. The report also summarizes current concerns about the validity and reliability of current ELL assessments. Recommendations are made for test developers, teachers, researchers, policymakers, state education agencies, and local education agencies. An appendix describes the Council of the Great City Schools. (Contains 3 tables and 10 references.) (SLD)
Descriptors: Alternative Assessment, Bilingual Education, Educational Assessment, Elementary Secondary Education, English (Second Language), Language Tests, Limited English Speaking, Minority Group Children, Second Language Learning, Student Evaluation, Testing, Urban Schools
Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($20). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Council of the Great City Schools, Washington, DC.