Educators' Responses to LEP Students' Participation in the 1997 Basic Standards Testing. State Assessment Series, Minnesota Report 15.

Autor/inn/en	Liu, Kristin; Spicuzza, Richard; Erickson, Ron; Thurlow, Martha; Ruhland, Aaron
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	Educators' Responses to LEP Students' Participation in the 1997 Basic Standards Testing. State Assessment Series, Minnesota Report 15.
Quelle	(1997), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Bilingual Education; Elementary School Students; Elementary Secondary Education; English (Second Language); High Stakes Tests; Limited English Speaking; Participation; Secondary School Students; Selection; Standards; State Programs; Teacher Attitudes; Testing Problems; Testing Programs + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teilnahme; Sekundarschüler; Auslese; Standard; Regierungsprogramm; Lehrerverhalten
Abstract	Minnesota has developed a statewide assessment in response to the national movement toward state accountability and high standards for all students. The Minnesota Basic Standards Tests currently assess whether a student has achieved a minimum level of competency in reading, math, and writing. Limited English speaking (LEP) students in Minnesota are allowed to have an exemption from the Minnesota Basic Standards Test, a high stakes test students must pass to graduate, if they have been in an English school less than 3 years. Other testing considerations and modifications are made for LEP students including translation, audio cassettes of the math test, and small group testing. While exemptions for LEP students may seem reasonable, researchers and educators are concerned that allowing exemptions may result in allowing the real educational needs of LEP students to go unaddressed. Minnesota's considerations and adaptations were developed to try to increase LEP student participation. To determine educators' idea about LEP student participation in the Basic Standards Test, a survey was developed. Ninety-six surveys were returned from 45 of the 60 schools surveyed. Respondents were primarily English as a second language or bilingual education teachers. Overall, findings expand the knowledge of the assessment of LEP students in Minnesota, and allow the Department of Children, Families, and Learning to begin to evaluate the impact of the test on these students. Results suggest both encouraging areas and areas that are of concern in testing LEP students. Most respondents believed that the participation decision-making process in their schools and districts was adequate, but concerns about selection were particularly evident in urban areas. Appendixes present the survey and comments from respondents. (Contains three references.) (SLD)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($8); fax: 612-624-0879; http://www.coled.umn.edu/NCEO
Erfasst von	ERIC (Education Resources Information Center), Washington, DC