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ERIC Number: ED497957
Record Type: Non-Journal
Publication Date: 2007-Jun
Pages: 20
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: N/A
English Language Proficiency Assessment in the Pacific Region. Issues & Answers. REL 2007-No. 014
Burger, Don; Mauricio, Rodrigo; Ryan, Jennifer
Regional Educational Laboratory Pacific
Using various approaches to identify English language learners, several Pacific Region jurisdictions are developing English language proficiency standards and assessments aligned with those standards. Others are working on content standards, including language arts, and have expressed interest in developing English language proficiency standards but lack formal assessment mechanisms. Title I of the No Child Left Behind Act of 2001 requires that all students in a school, including English language learners, take the same state academic assessments in reading/language arts, mathematics, and science beginning with school year 2007/08. This mandate is of special concern to the Regional Educational Laboratory for the Pacific Region (REL Pacific), because all jurisdictions within its service region have large numbers of English language learners or limited English proficiency students in their school systems. To determine the current status of English language proficiency standards and assessment across the Pacific Region, REL Pacific surveyed each jurisdiction, gathering information about the existence and implementation of standards and assessments and future plans for them. The results provide an opportunity to share information across jurisdictions about approaches to English language proficiency standards and assessment and provide insights into critical needs in the region that can be used to guide future program activities. The detailed research questions guiding this study focused on the methods used to identify English language learners, the status of English language proficiency standards, and the status of aligned English language proficiency assessment. The authors make several recommendations to improve the development of services and programs. These include: (1) develop clear language development policies; (2) Review content standards; (3) collect student information; (4) develop programs to address the specific needs of English language learners; (5) conduct research on ways to assess English language proficiency in large populations as well as on attributes and practices associated with successful bilingual programs; (6) provide professional development; (7) develop a Pacific assessment consortium; and (8) conduct a randomized control trial of the Pacific-CHILD professional development program. The following are appended: (1) Study questions and data collection methodology; and (2) Status of English language proficiency (ELP) standards and assessment interview questions. (Contains 2 boxes and 2 notes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Pacific administered by Pacific Resources for Education and Learning.]
Regional Educational Laboratory Pacific. Available from: Pacific Resources for Education and Learning (PREL). 900 Fort Street Mall Suite 1300, Honolulu, HI 96813-3718. Tel: 800-377-4773; Tel: 808-441-1385; Fax: 888-512-7599; e-mail: askprel@prel.org; Web site: http://www.prel.org
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: American Samoa; Guam; Hawaii; Marshall Islands; Northern Mariana Islands; Palau
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Funded: Yes