Large-Scale Assessment and English Language Learners With Disabilities

Author
Author
Kristin K. Liu, Jenna M. Ward, Martha L. Thurlow
Journal
Educational Policy
Details
Resource Type
Journal
Acquisition Number
BE026638
Published Date
12-28-2017 2:53 PM
Published Year
2017
Language(s)
Subscription Only
No
Abstract
his article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall percentage of students that they represent, this group experiences significant learning and assessment challenges. In the context of successfully educating all students to high standards, it is important for state education agencies, policymakers, and local education agencies to improve achievement outcomes for these students. One of the first steps in improving test performance is to design and implement comprehensive and accessible assessment policies, and consequently assessments, that address the specific needs of ELLs with disabilities. Doing so will give them the chance to demonstrate the knowledge and skills they have, thus allowing the test results to more accurately show areas for school improvement.
Topics
Standards
English Learners with Special Needs
English Learners
English Learners
Assessment
Assessment