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ERIC Number: ED520529
Record Type: Non-Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: N/A
Improving the Validity of English Language Learner Assessment Systems. Executive Summary. Policy Brief 10, Spring 2010
Wolf, Mikyung Kim; Herman, Joan L.; Dietel, Ronald
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payan and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. Yet ELL achievement remains among the lowest of all students. For example, on the 2009 National Assessment of Educational Progress, 72% of 8th-grade ELL students scored below basic in mathematics compared to 26% of non-ELL students (National Center for Education Statistics, 2009). Drawing from a 3-year research effort funded by the U.S. Department of Education, UCLA's (University of California, Los Angeles') National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has developed a list of recommendations for improvements in the validity of assessment systems for ELL students. The authors' recommendations include the areas of: (1) English Language Proficiency (ELP) Standards and Assessments; (2) ELL Classification and Reclassification; (3) Content Assessments for ELL Students; (4) ELL Test Accommodations; and (5) Teacher Capacity and ELL Students' Opportunity to Learn. [For "Improving the Validity of English Language Learner Assessment Systems. Full Report. Policy Brief 10, Spring 2010," see ED520528.]
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing