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Direct linkRobinson-Cimpian, Joseph P.; Thompson, Karen D.; Umansky, Ilana M. – Grantee Submission, 2016
English learners (ELs), students from a home where a language other than English is spoken and who are in the process of developing English proficiency themselves, represent over 10% of the US student population. Oftentimes education policies and practices create barriers for ELs to achieve access and outcomes that are equitable to those of their…
Descriptors: English Language Learners, Equal Education, Educational Policy, Educational Research
Florez, Ida Rose – Language Policy, 2012
The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona Department of Education to determine which children should receive English support services. AZELLA results are used to determine if children are either proficient in English or have English language skills in one of four non-proficient categories (pre-emergent,…
Descriptors: Expertise, Test Validity, Second Language Learning, Cutting Scores
Thompson, Lynn E.; Kenyon, Dorry M.; Rhodes, Nancy C. – 2002
This study validated the Student Oral Proficiency Assessment (SOPA), an oral proficiency instrument designed for students in elementary foreign language programs. Elementary students who were tested with the SOPA were also administered other instruments designed to measure proficiency. These instruments included the Stanford Foreign Language Oral…
Descriptors: Elementary Education, Elementary School Students, FLES, Immersion Programs
Swain, Merrill; And Others – 1976
This paper presents empirical data concerning the use of a cloze test as a measure of second language proficiency. Grade four students in their fifth year of a French immersion program were tested using both English and French cloze tests. Correlations between the cloze test and other language achievement measures were calculated for both…
Descriptors: Achievement Tests, Bilingual Education, Cloze Procedure, Formative Evaluation
