This paper focuses on this assessment issue: How do you increase the validity of assessments of ELL student performance on core academic content? We begin by exploring NCLB expectations for ELL assessments and an increasingly popular approach to meeting these requirements proposed by some states--translation of assessments into students' native languages. Then, we present key research findings on attempts to increase access to and validity of assessment for ELLs. We conclude by proposing a comprehensive strategy for the assessment of ELL students' performance in core academic content. (Contains 2 footnotes.)