Special Topic Area:
Reporting Educational Results for English Language Learners

Resources

Online resources available at NCEO’s Web site:

State and District Assessments as an Avenue to Equity and Excellence for English Language Learners with Disabilities (LEP Projects Report 2)

Although the following report was developed to address students with disabilities, it makes several general points that also apply to English language learners. Please see:

Reporting Educational Results for Students with Disabilities (Policy Directions 8)

In addition, several reports from the Minnesota Assessment Project report state-level assessment data for English language learners. These reports highlight ways in which data could be reported. See the following on-line reports:

• 1999 Report on the Participation and Performance of Limited English Proficient Students on Minnesota’s Basic Standards Tests (Minnesota Assessment Project Report 30)
• Data on LEP Students in State Education Reports (Minnesota Assessment Project Report 26)
• Participation and Performance of Limited English Proficient Students: Minnesota Comprehensive Assessments in Reading and Math, 1998-99 (Minnesota Assessment Project Report 24)
• Limited English Proficient Students’ Participation and Performance on Statewide Assessments: Minnesota’s Basic Standards Reading and Math, 1996-1998 (Minnesota Assessment Project Report 19)
• Participation and Performance of Students from Non-English Language Backgrounds: Minnesota’s 1996 Basic Standards Tests in Reading and Math (Minnesota Assessment Project Report 17)

Additional Resources

Barber, B., Paris, S., Evans, M., & Gadsden, V. (1992). Policies for reporting test results to parents. Educational Measurement, 11, 15-20.

Burstein, L. (1990). Looking behind the "average": How are states reporting test results? Educational Measurement, 9, 23-26.

Cibulka, J., & Derlin, R. (1995). State educational performance reporting policies in the U.S.: Accountability's many faces. ERIC document ED401613.

Koenig, J.A. (2002). Reporting test results for students with disabilities and English-language learners: A summary of a workshop. Washington, DC: National Research Council.

LaCelle Peterson, M. L., & Rivera, C. (1994). Is it real for all kids? A framework for equitable assessment policies for E.L.L.s. Harvard Educational Review 64 (1), 55-75.

National Center for Education Statistics. Proceedings of the conference on inclusion guidelines and accommodations for LEP students in the National Assessment of Educational Progress 1996. NCES 96-8611.

Ramirez, A., & McClanahan, R. (1992). Reporting to the public. American School Board Journal, 179 (4), 33-35.

Rivera, C., & Vincent, C. (1996). High school graduation testing: Policies and practices in the assessment of E.L.L.s. Educational Assessment, 4 (4), 335-55.

Web sites that provide additional information

Council of Chief State School Officers (CCSSO). On-line publications available, including "Ensuring Accuracy in Testing for E.L.L.s: A Practical Guide for Assessment," which discusses phases during test development and implementation and makes recommendations. http://www.ccsso.org/publications/index.cfm?init=1. Copy title in search menu, enter, then scroll down to publication and click on the free PDF download.

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This page was last updated on July 15, 2008