CRESST Policy Brief 7. Winter 2004

Autor/inn/en	Abedi, Jamal; Dietel, John.
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	CRESST Policy Brief 7. Winter 2004
Quelle	(2004), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Federal Legislation; Limited English Speaking; Achievement Tests; Student Evaluation; Academic Standards; Language Proficiency; Academic Achievement; Test Bias; Mathematics Achievement; Language Arts + Suchen Sie Ihr Suchwort? Bundesrecht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Schulleistung; Testkritik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur
Abstract	The No Child Left Behind Act of 2001 (NCLB) requires that all children, including English language learners (ELLs), reach high standards by demonstrating proficiency in English language arts and mathematics by 2014. Schools and districts must help ELL students, among other subgroups, make continuous progress toward this goal, as measured by performance on state tests, or risk serious consequences. Through these mandates, NCLB establishes high expectations for all students and seeks to reduce the achievement gap between advantaged and disadvantaged students. These are worthy goals, which require extraordinary improvement in student learning. The challenges for English language learners are especially difficult, involving both educational and technical issues, including: (1) Historically low ELL performance and slow improvement. State tests show that ELL students? school performance is far below that of other students, oftentimes 20 to 30 percentage points, and usually shows little improvement across many years. (2) Measurement accuracy. CRESST research shows that the language demands of tests negatively influence accurate measurement of ELL performance. For the ELL student, tests measure both achievement and language ability. (3) Instability of the ELL student subgroup. The goal of redesignating high performing ELL students as language-proficient students causes ELL high achievers to exit the ELL subgroup. The consequence is downward pressure on ELL test scores worsened by the addition of new ELL students, who are typically low achieving. (4) Factors outside of a school?s control. CRESST research shows substantial nonschool effects on student learning even within ELL subgroups. Schools are therefore unable to control all factors related to student achievement. These ELL issues are described in the remainder of this brief, together with some suggestions to help schools meet the NCLB goals. (Author).
Anmerkungen	Center for the Study of Evaluation (CSE), National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Graduate School of Education & Information Studies, University of California, Los Angeles, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10