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ERIC Number: EJ1145024
Record Type: Journal
Publication Date: 2017-Jul
Pages: 33
Abstractor: As Provided
Reference Count: 94
ISBN: N/A
ISSN: ISSN-0895-9048
Large-Scale Assessment and English Language Learners with Disabilities
Liu, Kristin K.; Ward, Jenna M.; Thurlow, Martha L.; Christensen, Laurene L.
Educational Policy, v31 n5 p551-583 Jul 2017
This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall percentage of students that they represent, this group experiences significant learning and assessment challenges. In the context of successfully educating all students to high standards, it is important for state education agencies, policymakers, and local education agencies to improve achievement outcomes for these students. One of the first steps in improving test performance is to design and implement comprehensive and accessible assessment policies, and consequently assessments, that address the specific needs of ELLs with disabilities. Doing so will give them the chance to demonstrate the knowledge and skills they have, thus allowing the test results to more accurately show areas for school improvement.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Identifiers - Location: California; Arizona; Maine; Michigan; Minnesota; Washington
Grant or Contract Numbers: S368A100011