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ERIC Number: ED523682
Record Type: Non-Journal
Publication Date: 2011-May
Pages: 27
Abstractor: As Provided
Score Comparability for Language Minority Students on the Content Assessments Used by Two States. Research Report. ETS RR-11-27
Young, John W.; Holtzman, Steven; Steinberg, Jonathan
Educational Testing Service
In this research investigation of score comparability for language minority students (English language learners [ELLs] and former English language learners), we examined 3 indicators of score comparability (reliability, internal test structure, and differential item functioning) for 4th and 8th grade students who took the NCLB-mandated content assessments in English-language arts and mathematics in 2 different U. S. states. Overall, for the 8 assessments we examined, a high degree of score comparability was found for ELLs and former ELLs, when compared with native English speakers. The results from this study showed that although the assessments from the 2 states differed somewhat with respect to the 3 indicators, a high degree of score comparability was found for both states' content assessments. (Contains 13 tables and 2 notes.)
Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001