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ERIC Number: EJ797535
Record Type: Journal
Publication Date: 2008
Pages: 70
Abstractor: As Provided
ISSN: ISSN-0034-6543
High Stakes Testing: Issues, Implications, and Remedies for English Language Learners
Solorzano, Ronald W.
Review of Educational Research, v78 n2 p260-329 2008
This article discusses the issues and implications of high stakes tests on English language learners (ELLs). As ELLs are being included in all high stakes assessments tied to accountability efforts (e.g., No Child Left Behind), it is crucial that issues related to the tests be critically evaluated relative to their use. In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. Based on the synthesis of the literature, the author concludes that high stakes tests as currently constructed are inappropriate for ELLs, and most disturbing is their continued use for high stakes decisions that have adverse consequences. The author provides recommendations for addressing the issues related to high stakes tests and ELLs. (Contains 2 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001