ERIC Number: ED485504
Record Type: Non-Journal
Publication Date: 2004-Sep
Reference Count: 0
A Review of 50 States' Online Largescale Assessment Policies: Are English Language Learners with Disabilities Considered? ELLs with Disabilities Report 5
Thurlow, Martha; Minnema, Jane; Treat, Jane
National Center on Educational Outcomes
The results of this assessment policy review indicated that only a few states have formally considered the large-scale assessment needs of English language learners with disabilities. In fact, only one state (Texas) had a separate policy that addressed the inclusion of English language learners with disabilities in large-scale assessment programs when the review was conducted. While other states referred to this unique subgroup of students in large-scale assessment policy, these references tended to be written generally in such a way that practitioners did not have enough guidance in making large-scale assessment decisions for English language learners. Overall, states had better developed policy for identifying English language learners with disabilities.
Descriptors: Second Language Learning, Disabilities, English (Second Language), Student Evaluation, Limited English Speaking, Student Evaluation, Educational Policy, Statewide Planning, Evaluation Needs
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-624-8561; Fax 612-624-0879.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Washington, DC.