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Direct linkMiranda, Chandler Patton; Cherng, Hua-Yu Sebastian – Theory Into Practice, 2018
Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement…
Descriptors: Accountability, Educational Change, Immigrants, Migrant Children
