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Direct linkMaxwell, Lesli A.; Shah, Nirvi – Education Week, 2011
Following a push to make "the nation's report card" better reflect the academic performance of all children in America's schools, most states boosted the numbers of students with disabilities and English-language learners who participated in the 2011 reading and math tests that are part of the National Assessment of Educational Progress (NAEP).…
Descriptors: Testing Programs, Testing, Academic Achievement, Mathematics Tests
Peer reviewedSolano-Flores, Guillermo; Li, Min – Educational Assessment, 2009
We investigated language variation and score variation in the testing of English language learners, native Spanish speakers. We gave students the same set of National Assessment of Educational Progress mathematics items in both their first language and their second language. We examined the amount of score variation due to the main and interaction…
Descriptors: Scores, Testing, Second Language Learning, English (Second Language)
Download full textChudowsky, Naomi; Chudowsky, Victor – Center on Education Policy, 2010
This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines progress in raising achievement for English language learners. It also describes the factors that make it difficult to accurately assess what ELLs know and can do. The data for this analysis were collected by CEP with technical support from the…
Descriptors: Testing, Mathematics Tests, Second Language Learning, Scores
Conger, Dylan – Institute for Education and Social Policy, New York University, 2008
The No Child Left Behind Act requires schools to begin testing new English Learners (EL) in English language arts within three years after they enter school and holds schools accountable for their performance on these exams. Yet very little empirical work has examined exactly how long it takes EL students to become proficient in English and how…
Descriptors: Testing, Second Language Learning, Probability, Student Characteristics
Bailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the …
Descriptors: Academic Discourse, Reading Comprehension, Textbooks, English (Second Language)
