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ERIC Number: ED543516
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 3
Abstractor: ERIC
Reference Count: 20
Access to a High Quality Education for English Language Learners. Information Brief
Mid-Atlantic Equity Center
Research on teaching and learning indicates that all students should be provided with programs, services, and teachers that engage them in rigorous academic work and promote deep disciplinary knowledge and higher order thinking skills (Walqui, 2006; Sanders & Rivers, 1996). Despite research findings on the importance of high quality teachers and programs, English Language Learners (ELL) are often taught by under-qualified teachers and excluded from rigorous academic programs (Birch, 2002; Honig, 1996). ELLs are typically enrolled in high poverty schools that offer remedial programs with limited access to grade-level curriculum and instruction (De Cohen, et al., 2005). Providing test accommodations is an important approach for addressing the inequities in the assessment of ELLs. Appropriate accommodations for ELLs include changes to testing procedures, testing materials, or the testing situation in ways that allow ELLs to participate meaningfully in the assessments. Effective accommodations, when implemented in a systematic manner, can improve the validity of assessment results for ELLS (Acosta, B. et al, 2008; Shafer Willner, L., et al, 2008).
Mid-Atlantic Equity Center. George Washington University Center for Equity and Excellence in Education 1555 Wilson Boulevard Suite 515, Arlington, VA 22209. Tel: 800.925.3223; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Mid-Atlantic Equity Center
Identifiers - Assessments and Surveys: National Assessment of Educational Progress