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ERIC Number: EJ1176838
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: EISSN-1936-7384
Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
Beltran, Jorge
Working Papers in TESOL & Applied Linguistics, v16 n1 p38-45 2016
The Comprehensive English Regents Exam, also referred to as the English Language Arts (ELA) Examination, is a widely used measure of student achievement in the K-12 system in New York, yet it is not without criticism. One concern is that the ELA Regents Exam may be contributing to the widening of the gap in graduation rates between English language learners (ELLs) and English-proficient students (NYSED, 2014b). This suggests a threat to the validity of the inferences made based on test scores. When considering the features of test design and the characteristics of the test's diverse target population under an argument-based validity approach (Bachman, 2003, 2005; Kane, 1992, 2002), a mismatch between the intended consequences of test use and the actual effects on the involved stakeholders can be identified. The purpose of this commentary is to analyze possible threats to validity, with issues ranging from domain analysis and construct definition to test misuse from a language assessment perspective and to discuss the impact of the Regents Examination in ELA on newly-arrived ELLs.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: New York State Regents Examinations
Grant or Contract Numbers: N/A