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In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct bein

Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.

This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments.

With the increased number of English learners (ELs) participating in large-scale state testing, there has been an increased focus on fairness in testing for these students.