Assessment and Accommodations

Tags: Comprehension; Content Areas: Math; Language of Instruction;

Target Population: All

Research Questions the Report Poses: Will linguistic modification of tests affect the performance on math varied of the three subgroups of students (EL, NEP, and EP students). If so, will the linguistic modification improve student math performance for the EL and NEP students relative to the EP students?

Findings:

• Linguistic modifications did produce an improvement on math tests among ELs (English learners) and NEPs (non–English learners non–English proficient students), while EP (English-proficient) scores remained the same (as expected).

• Read the Full Report

To order a hard copy of the report, contact:
Upon request, this report is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department's Alternate Format Center at 202-260-9895 or 202-205-8113.

Sato, E., Rabinowitz, S., Gallagher, C. Huang, C.W. (2010). Accommodations for English language learner students: the effect of linguistic modification of math test item sets. (NCEE 2009–4079). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Tags: Differentiated Instruction; Language Proficiency;

Target Population: Preschool

Research Questions the Report Poses:

• What are the implications of the nascent linguistic and cultural diversity among young children on dual language and literacy development during preschool years?
• What are the main considerations for young ELLs across the different levels of accountability?

Findings:

• Sequential bilingual children may have somewhat different patterns of development than monolinguals in certain aspects of language development in the short term. This may include vocabulary, early literacy skills, and interpersonal communication.
• It is important for early childhood educators to understand that code switching (switching languages for portions of a sentence) and languages mixing (inserting single items from one language into another) are normal aspects of second language.
• There is an enormous degree of variability and diversity of young children (beyond ethnic, to include English exposure, poverty, etc)

Policy Recommendations:

• The child must be assessed in the home language as well as English. Knowing how the child is progressing in the home language is important for long-term academic success and educational planning.
• Parents and other family members must be included in the assessment process to share information about the child's language competence.
• It is recommended that all children who speak a language other than English in the home receive an Individualized Language Plan (ILP), with information on: current language competence, strategies for including family activities and community resources.
• Assessment information should be frequently collected and reviewed by all the teaching staff to monitor changes in language and overall development.
• All procedures, assessments, and results should be reviewed for cultural bias and accuracy by a person familiar with that cultural group and language, and if possible a bilingual educator.

• Read the Full Report

Linda M. Espinosa and Michael L. López. (2007). Assessment Considerations for Young English Language Learners Across Different Levels of Accountability. The National Early Childhood Accountability Task Force and First 5 LA. Retrieved from: http://www.pewtrusts.org/uploadedFiles/wwwpewtrustsorg/Reports/Pre-k_education/Assessment%20for%20Young%20ELLs-Pew%208-11-07-Final.pdf.

Tags: Books and Other Reading Materials; Instructional Programs; Intervention; Placement; Rights, Students;

Target Population: All

Research Questions the Report Poses:

• What are the demographics of LEP and LEP students with disabilities?
• What kind of instructional services do LEP and LEP with disabilities receive, and how do they align with statewide standards?
• What are the outcomes of LEP and LEP with disabilities?

Findings:

• In 2001–02, LEP comprised 8.4 % of the student population, with the majority in lower elementary grades.
• Spanish is the most common native language of LEP by far.
• Although the largest portion of the LEP student population is enrolled within only a few districts, there are many districts across the U.S. serving small numbers of LEP students.
• Instructional services for LEP vary greatly, especially in the areas of extent of services provided, and extent of use of native language, and for Sp–Ed LEP–services provided outside vs. inside the classroom.
• There has been a shift in the past 10 years in LEP instructional services toward services provided in English.
• There has been a dramatic increase (350%) in the number of teachers who work with at least one LEP student from '92–'02.
• 6/10 teachers who worked with three or more LEP students reported a median of four hours of relevant in–service training.
• District coordinators reported that the instruction LEP and Sp–Ed LEP students received was less aligned with State standards than that of non–LEP students.
• Many school districts and schools had considerable difficulty in providing a count of SpEd–MEP students.
• Fewer LEP students were in special education than the entire student population as a whole. (9.2& vs. 13.5%)
• Compared to LEP students, SpEd–MEP students are less likely to receive LEP instructional services, and more likely to receive instruction in English.
• Instructional services for Spanish–language SpEd–MEP students differed from services received by SpEd–MEP students from other language backgrounds.

Policy Recommendations:

• As mainstream classes become more diverse, in ethnicity, English proficiency, and instruction, teachers and aides face new challenges, which should be answered with additional training.
• Districts should keep better records on LEP and former LEPs, and consider both when analyzing student outcomes.
• Schools need to determine as early as possible if students' difficulties stem from second language learning or from a disability, and provide support accordingly.
• Further efforts are needed to define effective instruction for SpEd–MEP students, and to promote increased collaboration across the LEP and special education programs in providing SpEd–MEP services.

• Read the Full Report

U.S. Department of Education. (2002). To assure the free appropriate public education of all children with disabilities: Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Act. Washington, D.C.: U.S. Department of Education.

Zehler, A. M., Fleischman, H. L., Hopstock, P. J., Pendzick, M. L., & Stephenson, T. G. (2003). Descriptive study of services to LEP students and LEP students with disabilities (No. 4 Special topic report: findings on special education LEP students). Development Associates, Inc.: Arlington, VA.

Tags: Intervention; Placement;

Target Population: Middle, High School

Research Questions the Report Poses: There are large differences across countries in instructional time in schooling institutions. Can these differences explain some of the differences across countries in pupils’ achievements in different subjects?

Findings:

• The evidence from a sample of 15 year olds from over fifty countries and from a sample of 10 and 13 year olds in Israel consistently show that instructional time has a positive and significant effect on test scores.
• The effect of instructional time can be considered moderate or even large relative to other school level interventions for which we have reliable evidence.
• The estimated effect of instructional time is much lower in the sample of developing countries that participated in PISA 2006. The estimated effect of instructional time in this sample is only half of the effect size in the developed countries. The developing countries included in the PISA sample, for example Chile, Argentina or Thailand, are much more developed than the "typical" developing country. Given the recent evidence from India, Kenya and other very poor developing countries about the high rate of absenteeism of teachers from work, we can expect that the productivity of instructional time in the poorest developing counties in Africa and in South East Asia is even lower than in our sample of developing countries.

• Read the Full Report

Lavy, V. (2010, July). Do Differences in School's Instruction Time Explain International Achievement Gaps in Math, Science, and Reading? Evidence from Developed and Developing Countries. National Bureau of Economic Research. Retrieved January 6, 2011 from: http://www.nber.org/papers/w16227.pdf?new_window=1

Tags: Curriculum; Fluency; Instructional Programs; Intervention; Language Proficiency; Struggling Readers;

• Read the full report

Short, D., & Fitzsimmons, S. (2007). Double the Work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners– A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Tags: Differentiated Instruction; Intervention; Placement;

Target Population: All

Research Questions the Report Poses: Regardless of language of instruction, what are the most effective practices for teaching English language learners that will produce the most successful long–term outcomes?

Findings:

• Within the long–term English learners classification exist other categories of English learners with very different needs: special education students, those incorrectly labeled English proficient, migrants (within the U.S.), transitional students (return to and attend school in native country at least part of the year), recent immigrants (who have experience with core subjects but still need to learn academic English vocabulary and usage), and refugee children (who have never attended school.)
• Based on recent findings, what matters most in educating English learners is the quality of instruction, not the language. Certain salient features stand out as quality instruction practices: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes.

Policy Recommendations:

• Reform and intervention should begin at early grades when children's needs are much more manageable and teachers are imparting new skills rather than remediating gaps.

• Read the Full Report

Calderon, M., Slavin, R., Sanchez, M. (2011). "Effective Instruction for English Learners." Immigrant Children 21 (1). The Future of Children. Retrieved from: http://www.futureofchildren.org/futureofchildren/publications/journals/article/index.xml?journalid=74&articleid=542

Tags: Placement;

Target Population: Elementary, Middle, High School

Findings:

• Including ELLs in high-stakes testing results in advantages and disadvantages for students. Since ELLs were previously not included in high-stakes testing, their inclusion results in more visibility and attention to academic progress. Yet since the majority of high-stakes are written and administered in English (and designed for native speakers), ELLs are often at a disadvantage and test results are not entirely reliable as a contributing factor to issues such as school funding, grade-level promotion, and graduation.
• Even though many ELLs are enrolled in bilingual or dual-language classes and receive some of their content-area instruction in their native language, they are rarely tested in their native language on high-stakes tests.
• Many test items assume a common shared cultural knowledge that ELLs may not have as compared with their U.S.-born peers.
• The most common types of accommodations including timing and scheduling, setting, presentation, and response format.
• When making decisions regarding ELLs and high-stakes tests, educators must ensure that: the test reflects the curriculum; appropriate accommodations and modifications are selected; the discourse of tests and test-taking skills are taught; and that test data are used carefully by teachers, administrators, and school district officials.

Policy Recommendations:
N/A

• Read the Full Report

Coltrane, B. (2002). English Language Learners and High-Stakes Tests: An Overview of the Issues. Washington DC: Center for Applied Linguistics.

Tags: Intervention;

Target Population: Elementary, Middle, High School

• Read the Full Report

American Federation of Teachers. (2007). English Language Learners and NCLB Testing Requirements. Washington, DC.

Tags: Bilingual Instruction; Language Proficiency; Rights, Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What are the current state policies and practices related to ELLs with disabilities?

Findings:

State-level personnel report a:

• Lack of qualified personnel trained in ELL or bilingual education to manage state-wide ELL needs;
• Lack of appropriate assessment instruments in languages other than English;
• Cultural barriers in communicating with ELL parents; and
• Need for sustained collaboration between bilingual education and special education personnel.

Policy Recommendations:

The authors offer a number of recommendations that include improved:

• Local accountability
• Statewide policies and guidance
• Teacher training and licensure
• Coordination between special education and ELL professionals

• Download full report (64KB PDF)*

To order a hard copy of the report, contact:
NASDSE 1800 Diagonal Road, Suite 320 Alexandria, VA 22314

Keller-Allen, C. (2006). English Language Learners with Disabilities: Identification and Other State Policies and Issues. Project Forum, National Association of State Directors of Special Education: Alexandria, VA.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Parent Involvement and Outreach / PTA; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: The paper provides an overview of research and knowledge that educators can use to create schools in which English learners thrive and achieve at high levels.

Policy Recommendations:

• Invest in building a qualified educator workforce;
• Build a meaningful accountability system for English learners;
• Assure that educators have the materials they need to deliver high quality English Language Development; and
• Demonstrate new models of successful schools for English learners

• Link to Full Report

To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220

Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.

Tags: Language of Instruction;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses:

• To what extent do State Education Agencies (SEAs) receive feedback on peer review decision letters and/or Title I monitoring reports that address the inclusion and accommodation of ELLs in state assessments?
• What issues are identified in peer review decision letters and Title I monitoring reports to SEAs related to the inclusion and accommodation of ELLs?

Findings:

• The majority of SEAs have weaknesses in their policies and practices for including and accommodating ELLs in state assessment systems.
• The feedback itself given to and by states is inconsistent both within and across the peer review and Title I monitoring processes.

Policy Recommendations:

• Provide demographic data; document the number of ELLs and the number of ELLs included in each state assessment.
• Provide state policy and procedures for accommodating ELLs; clarify whether Local Education Agencies (LEAs) have local control or are subject to state policy.
• Document SEA written guidance and procedures for LEAs to collect data and report inclusion and accommodation data to the SEA.
• Document any program of research in place carried out by the SEA independently or in partnership with other states on the effectiveness of specific accommodations allowed to ELLs.
• Improve alignment of the peer review and Title I monitoring rubrics making clear what ELL issues are to be addressed by SEAs and reviewers.
• Make clear expectations for each review process with regard to addressing the inclusion and accommodation of ELLs.
• Align peer review and Title I monitoring guidance so that the accommodation of ELLs is addressed as a technical quality issue and not as an issue uniquely pertaining to ELLs.
• Refine the language in both peer review guidance and in the Title I monitoring rubric so it clearly distinguishes the needs of ELLs from SDs.
• Provide Title I monitors with access to peer review feedback, so the two reviews are complementary and build on each other.
• Include experts in the assessment of ELLs on all peer review committees and Title I monitoring teams.
• Require reviewers to record whether an SEA has addressed each issue on a protocol; both acceptable and unacceptable practices should be documented.

• Read the Full Report

Shafer Willner, L., Rivera, C., & Acosta, B. (2010). Examination of Peer Review and Title I Monitoring Feedback Regarding the Inclusion and Accommodation of English Language Learners in State Content Assessments. Arlington, VA: The George Washington University Center for Equity and Excellence in Education.

Tags: Comprehension; Rights, Students;

Target Population: All

Research Questions the Report Poses: How can educators assess students' mastery of subject matter while minimizing the role of the student's English proficiency in its measurement?

Findings:
Considerations important to planning assessments:

• Test purpose
• Defining the construct (what is being assessed)
• Developing the assessment specifications (ie domain of knowledge and skills, number and types of items or tasks, relative weight of tasks and skills, etc)
• Developing test items and scoring criteria (ie defining expectations
• The insights external reviewers provide can help test developers understand how students are likely to interpret test materials and how members of different populations may respond to test items, even better than internal reviewers.
• For ELLs, the primary goal of testing accommodations is to ensure that they have the same opportunity as native English speakers to demonstrate their knowledge or skills in a content area, so unless language proficiency is part of the construct being measured, it should not play a major role in whether an examinee can answer a test item correctly.

Policy Recommendations:

• In developing assessment specifications, consider domain of knowledge and skills, number and types of items or tasks (offer variety of manners to demonstrate knowledge), relative weight of tasks and skills, assessment and response forms, and cultural background and diversity.
• In developing test items and scoring criteria:
*Match the task to the purpose *Define expectations *Write appropriate directions *Use accessible language *Use clear presentation/formatting
• Evaluate tasks ahead of time through tryouts
• Familiarize test scorers with common styles found in ELL-produced answers so they can understand them better and more accurately score their work.
• To the extent practical, decide on accommodations for individual students, not as a collective group.

• Read the Full Report

Pitoniak, M.J., Young, J.W., Martiniello, M., King, T.C., Buteux, A., and Ginsburgh, M. (2009). Guidelines for the Assessment of English Language Learners. Princeton, New Jersey: Educational Testing Service.

Tags: Instructional Programs; Intervention; Language Proficiency; Latino ELL Students; Parent Involvement and Outreach / PTA; Placement; Rights, Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: This issue brief is designed to help inform future dialogue on assessment and accountability. The brief examines the progress and manner in which states have implemented the federal law's accountability and testing provisions with respect to ELLs.

Findings:
NCLB implementation with respect to ELLs has failed to live up to the law's promise. State and district accountability systems not only must include ELLs, they must be implemented in a way that effectively closes the existing academic achievement gap for ELLs.

Policy Recommendations:

• The U.S. Department of Education should increase research and investment in the development of a range of appropriate assessments and testing accommodations, including native-language and simplified English tests for ELLs.
• The U.S. Department of Education should provide firm guidance to states regarding the law's directive to assess ELLs "to the extent practicable, in the language and form most likely to yield accurate data."
• With enforcement by the U.S. Department of Education, states and districts must continue to assess ELLs and include them in AYP determinations.
• The Administration and Congress should fine-tune the definition of AYP for ELLs.
• The U.S. Department of Education and Congress should enhance accountability measures for secondary ELLs, particularly late-entrant ELLs. The U.S. Department of Education, states, and districts should improve reporting of assessment data and other AYP indicators to parents of ELLs.
• The U.S. Department of Education and Congress should ensure equitable access to supplemental services for ELLs.
• The President and Congress must increase the federal investment in English language learner programs (Title III).
• The U.S. Department of Education should increase its investment in the development of assessments for ELLs The President and Congress should increase federal support for Parent Assistance Programs.
• States should ensure fiscal equity in their education finance systems, with adequate inclusion of resources for ELLs.

• Go to full report

To order a hard copy of the report, contact:
The National Council of La Raza (NCLR)
Attention: Office of Publications
Raul Yzaguirre Building
1126 16th Street, NW
Washington, D.C. 20036
Tel: 202.785.1670
Fax: 202.776.1794

Lazarín, M. (2006). Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act. National Council of La Raza: Washington, DC.

Tags: Intervention; Struggling Readers;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses:

• What are the numbers and characteristics of students who change schools, and what are the reasons students change schools?
• What is known about the effects of mobility on student outcomes, including academic achievement, behavior, and other outcomes?
• What challenges does student mobility present for schools in meeting the educational needs of students who change schools?
• What key federal programs are schools using to address the needs of mobile students?

Findings:

• Students who change schools often face challenges due to differences in what is taught and how it is taught
• Students may arrive without records or with incomplete records, making it difficult for teachers to make placement decisions and identify special education needs.
• Teachers and principals told us that schools face challenges in supporting the needs of these students' families, the circumstances of which often underlie frequent school changes.
• These schools face the dual challenge of educating a mobile student population, as well as a general student population, that is often largely low-income and disadvantaged
• Teachers and principals told us that mobile students are often eligible for and benefit from federal programs for low-income, disadvantaged students, such as Title 1, Part A of ESEA which funds tutoring and after-school instruction.
• Rely on the McKinney-Vento Education for Homeless Children and Youth Program, which provides such things as clothing and school supplies to homeless students and requires schools to provide transportation for homeless students who lack permanent residence so they can avoid changing schools.

• Read the Full Report

K-12 Education: Many Challenges Arise in Educating Students Who Change Schools Frequently. (2010). U.S Government Accountability Office. Retrieved January 13, 2011 from: http://www.gao.gov/new.items/d1140.pdf

Tags: Books and Other Reading Materials; Comprehension; Content Areas: Science; Vocabulary;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses:

1. Do accommodation strategies help reduce the performance gap between ELL and non-ELL students? (Effectiveness)
< li>Do accommodation strategies impact the performance of non-ELL students on content-based assessments? (Validity)
2. Do student background variables impact performance on the accommodated assessments? (Differential impact)
3. Are accommodations easy to implement or use? (Feasibility)

Findings:

• Accommodation effectiveness varies by type (ie English dictionary vs. bilingual dictionary vs. linguistic modification);
• Accommodation effectiveness also varies by grade level;
• Accommodation strategies did not impact the general student population, which suggests that the tests remained valid even with the use of accommodations.
• Many background variables were significantly related to performance in the science assessments including time lived in US, initial grade enrollment in US, other schooling outside US, home language of Korean or Spanish, and fealty with spoken English at school.

Policy Recommendations:

• Because bilingual dictionaries yield varying results of benefit, accommodations that are more "pre–packaged" would be more effective, such as linguistic modifications.

• Download full report (128KB PDF)*

To order a hard copy of the report, contact:
Center for the Study of Evaluation National Center for Research on Evaluation, Standards, and Student Testing Graduate School of Education & Information Studies University of California, Los Angeles Los Angeles, CA 90095-1522

Abedi, J., Courtney, M., Mirocha, J., Leon, S., and Goldberg, J. (2005). Language Accommodations for English Language Learners in Large-Scale Assessments. National Center for Research on Education, Standards, and Student Testing: Los Angeles, CA.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Instructional Programs; Intervention; Language of Instruction; Language Proficiency;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: The report uses the example of Coachella school district's legal battle to examine whether state assessments are appropriate accountability measures for English language learners.

Findings:
N/A

Policy Recommendations:
N/A

• Purchase Report

Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.

Tags: Intervention; Motivation; Parent Involvement and Outreach / PTA; Rights, Parents; Rights, Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What elements of the Healthy School Community (HSC) project yield the best results for improving school health?

Findings:

• The single most important factor is having an engaged and effective principal who fully embraces the HSC model, actively participating but also distributing tasks among a team.
• Collaboration of various forms is crucial. This includes letting parents have a say in matters, getting community members involved and personally invested in the success of the school, and networking with other healthy schools for strategies.
• "Healthy" schools that focus on the "whole child" are the best kind because teachers can teach to their fullest abilities and students can learn to their highest potential.

Policy Recommendations:

• Build a team dedicated to improving school health that is led by a principal but broken into teams, which incorporates parents, teachers, and stakeholders of the community.
• Enact systemic, rather than programmatic change, by making foundational changes such as rewriting mission/goals and getting everyone involved in changes as opposed to the principal making decisions singlehandedly.

• Read the Full Report

ASCD (2010). Learning, Teaching, and Leading in Healthy School Communities. Alexandria, VA: ACSD.

Tags: Language Proficiency; Latino ELL Students; Motivation; Reading; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses:

• Who are immigrant students and students who do not speak English well?
• Where are they from, and what is their family background (social, economic, linguistic, etc.)?
• How well do they do in school?
• Do their literacy levels prepare them to take part in higher education and a skilled workforce?"

Findings:

• ELL populations are growing faster than general student populations
• The growth of ELL populations in different states varies widely
• Students in California are more likely to be "linguistically isolated" than students across the country or in the other three states studied
• 57% of ELLs across the country were born in the United States
• 70% of ELLs in grades 6-12 speak Spanish
• NAEP data examined for 8th grade ELLs shows that only 4% and 6% of ELLs scored proficient in reading and math, respectively
• ELLs performed radically different on state math and reading assessments from state to state
• There is a wide achievement gap between ELL and non-ELL students on the 8th grade NAEP as well as state standardized tests
• Former ELL students and non-ELL students scored roughly the same on NAEP and state assessments

Policy Recommendations:

• "Reexamine whether Census data accurately capture the [ELL] population"
• "Examine how varying state exclusion rates for ELL students affect NAEP results"
• "Explore the literacy trajectories of former [ELL] students"
• "Document how states vary in their testing and monitoring practices for ELL students who parents opt out of language instruction services"
• "Leverage the research opportunities that multi-state English proficiency tests offer for analyzing ELL outcomes"

• Read the Full Report

To order a hard copy of the report, contact:
http://www.migrationpolicy.org/pubs/index.php

Batalova, J., Fix, M., and Murray, J. (2007). Measures of Change: The Demography and Literacy of Adolescent English Learners. Migration Policy Institute, Carnegie Corporation of New York: New York, NY.

Tags: Intervention; Language Proficiency; Latino ELL Students; Placement;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: Do "excellence gaps" exist? (differences in achievement between subgroups of students performing at the highest levels)

Findings:

• There are in fact notable and statistically significant excellence gaps between student subgroups, the largest being between native English speakers and English language learners; the smallest being between male and female.
• Proficiency scores indicate the gap is worse in math, while percentile comparisons suggest reading. National data is more reliable and standardized, though state data also suggests the presence of excellence gaps.
• While test scores are increasing overall, high-performance students fall, in disproportionate numbers, into the "overrepresented" categories (i.e., white, affluent, English-proficient.)
• The results suggest that focus on minimum competency gaps (i.e., No Child Left Behind Act) put high-performing students at a disadvantage, and further increases the excellence gap.

Policy Recommendations:

• Make closing the excellence gap and promoting advanced academic programs a priority at the national and state levels (not just local, where they are pushed aside.)
• Consider performance of advanced students in common standards, rather than focusing on minimum competency.
• Conduct more research on talent development; specifically U.S. Department of Education and National Science Foundation could allot preexisting money for it.

• Read the Full Report

Plucker, Burroughs, Song (2010). Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education. Center for Evaluation & Education Policy: Bloomington, Indiana.

Tags: Intervention; Rights, Students; Struggling Readers;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses:

• Have gaps in performance between student groups decreased over time?
• Have all groups of students gained over time?
• What is the magnitude of the gap between groups?
• How does each group of students currently perform relative to their counterparts in other schools, districts, or states?

Findings:

• Six states-Delaware, Florida, Georgia, Louisiana, New York, and West Virginia-and the District of Columbia narrowed more of the gaps between student groups than did most other states. On the other hand, Oregon, Pennsylvania, Utah, Vermont, and Washington were least likely to have closed gaps and, in fact, saw more gap widening than anywhere else in the nation.
• Student groups in Georgia, Massachusetts, Maryland, New Jersey, Nevada, Pennsylvania, Texas, Vermont, and the District of Columbia were more likely to have improved than their peers in other states. In contrast, student groups in Michigan, North Carolina, Oregon, South Carolina and West Virginia were more likely to have declined.
• Eight states stand out for smaller-than-average gaps: Delaware, Florida, Kentucky, Maine, Oklahoma, Vermont, West Virginia, and Wyoming. Five others, however-California, Connecticut, Illinois, Rhode Island, and Wisconsin-as well as the District of Columbia, have gaps between groups that are much wider than the national average.
• Low-income and minority students in Delaware, Massachusetts, Maryland, New Jersey, Texas, and Vermont typically perform higher than such students in other states. At the same time, low-income students and students of color in Arizona, California, Louisiana, Mississippi, and Nevada typically perform below their peers elsewhere
• Ed Trust analysts combined the results from all four of these perspectives and found four states were making the most progress. Delaware, Florida, Massachusetts, and Texas emerge as frontrunners for earning top scores on the gap-closing sections of their RTT applications, along with Vermont-a racially homogenous state that nevertheless generally performs well across the income spectrum. They differ greatly in size, diversity, and a host of other measures, but each state's recent performance on the achievement gap is among the best in the nation.
• However, an analysis of the four perspectives shows the outlook isn't as rosy elsewhere. Arizona, California, Michigan, Mississippi, and Rhode Island have some of the worst track records in the country when it comes to closing the gap, which should net them a big goose-egg in some sections of the RTT scoring rubric.

• Read the Full Report

New Achievement Gap Analysis Suggests Four Ways to Gain a More Comprehensive Picture of Equity. (2010). The Education Trust. Retrieved January 10, 2011 from: http://www.edtrust.org/sites/edtrust.org/files/publications/files/NAEP%20Gap_0.pdf

Tags: Language Proficiency; Reading; Writing;

Target Population: Elementary, Middle School

Research Questions the Report Poses: How does performance in four language domains on an English language proficiency assessment predict English language learner students' performance on a state content assessment after accounting for student and school characteristics?

Findings:

• English language proficiency, in the domains of reading and writing, were significant predictors of performance on reading, writing, and mathematics content assessments in fifth and eighth grades.
• Reading and writing were stronger predictors of content area performance than the oral language skills of speaking and listening.

• Read the Full Report

Parker, C. E., Louie, J., and O'Dwyer, L. (2009). New measures of English language proficiency and their relationship to performance on large-scale content assessments (Issues & Answers Report, REL 2009-No. 066). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.

Tags: Instructional Programs; Intervention; Rights, Students;

Target Population: All

Research Questions the Report Poses: What are the individual states' policies on English language learners and how are they impacting ELLs' achievement?

• Read the Full Report

To order a hard copy of the report, contact:
Purchase a copy for $6.00 at www.edweek.org/go/buyQC or by calling 1-800-445-8250. Or subscribe to Education Week: www.edweek.org/go/subscribe.

Education Week. (2009). Portrait of a Population: How English Language Learners are Putting Schools to the Test. Bethesda, Maryland.

Tags: Differentiated Instruction; Language Proficiency; Placement;

Target Population: middle and high school

Research Questions the Report Poses: What policy steps should occur in California to improve the education of secondary English Language Learners?

Findings:
A number of themes emerged from the panel discussants including:

• the need for identifying ELL students better; inadequate existing programs for ELL secondary students;
• the need for more teachers and administrators who are knowledgeable about the needs of secondary ELL students; and
• the importance of advocacy and staying on-message to improve ELL education.

Policy Recommendations:
The report adopts five policy steps that should occur including:

• Convene a panel of experts;
• Promote pilot programs;
• Develop an effective ELL assessment system;
• Establish a committee in the CA legislature to recruit and retain highly skilled ELL teachers and administrators; and
• Organize a summit to bring attention and focus to the need for improved ELL secondary education.

• Read the Full Report

To order a hard copy of the report, contact:
NA

Maxwell-Jolly, J., Gandara, P. & Benavidez L. M. (2005). Promoting academic literacy among secondary English language learners: A synthesis of research and practice. Davis, CA: UC Davis School of Education.

Tags: Rights, Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What does the Closing the Racial Achievement Gap report say and how is it biased?

Findings:

• Making causal inferences on the effects of reforms by comparing student groups from the nation and Florida on purely descriptive test score averages presented in charts and graphs.
• A failure to account for the influence of fundamental policy changes on test score averages and racial achievement gaps in grade 3-4 students. In particular, Florida instituted a grade retention policy from 2002 that resulted in 14-23% of largely Black and Hispanic third-grade students being held back in grade 3 if they performed poorly on the state reading test. This policy of screening out the weakest readers, along with the presence of unknown numbers of older grade repeaters in the grade 4 samples, changes the composition of the students tested in grade 4 and invalidates comparisons concerning student performance as a whole as well as results concerning ethnic group achievement gaps.
• The decision to look only at grade 4 NAEP Reading scores and the resulting inflated conclusions. The evidence on Florida's NAEP achievement trends and gaps is mixed when other grade levels and subject areas are examined between 2002 and 2009.
• A failure to examine relevant literature on well-documented issues, including the negative impact of grade retention on children's long-term academic progress4 and high school dropout levels,5 as well as a failure to provide empirical research support for the multiple reforms endorsed in the report.

• Read the Full Report

Chatterji, M. (2010, November). Review of Closing the Racial Achievement Gap. National Education Policy Center. Retrieved January 5, 2010 from: http://nepc.colorado.edu/thinktank/learning-from-florida

Tags: Intervention; Rights, Students; Struggling Readers;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What progress has been made in raising achievement among ELLs?

Findings:

• Overall, the study finds that ELLs have made progress in reaching state proficiency benchmarks in reading and math in elementary, middle, and high school, although more gains were made at the elementary and middle school levels. In grade 4, increasing percentages of ELLs have reached three achievement levels-basic, proficient, and advanced- with the highest proportion of states making gains at the proficient level.
• However, according to the study, very large differences in percentages proficient exist between ELLs and non-ELLs. In high school reading, for example, 27 states have differences of more than 30 percentage points between ELLs and non-ELLs, and 18 states have differences of more than 40 percentage points. Differences in test performance for high school students are smaller, however, in math than in reading.

• Read the Full Report

Chudowsky, N. & Chudowsky, V. (2010, April 7). State Test Score Trends Through 2007-08: Has Progress Been Made in Raising Achievement for English Language Learners?. Center on Education Policy (CEP). Retrieved January 6, 2011 from: http://www.cep-dc.org/index.cfm?DocumentSubTopicID=34

Tags: Bilingualism / Biliteracy; Comprehension; Differentiated Instruction; Language of Instruction; Language Proficiency; Phonological Awareness; Transfer of Literacy Skills; Vocabulary;

Target Population: All

Research Questions the Report Poses:

• What is the state of our knowledge regarding policies and practices of instruction of ELLs-what do we know and what remains unanswered?
• From the current body of research, what conclusions can we make about effective policies and practices?

Findings:

• Most ELLs actually were born in the U.S., though most of their parents were born elsewhere.
• By far, the majority of ELLs-80 percent-are Spanish speakers. This is an important fact to bear in mind, since Spanish speakers in the U.S. tend to come from lower economic and educational backgrounds than either the general population or other immigrants populations. Consequently, most ELLs are at risk for poor school outcomes not only because of language, but also because of socioeconomic factors.
• A majority of ELLs (60%) are in essentially all-English instruction. Of these 12% receive no additional support or services, 50% receive some "LEP services" (Limited English Proficient), and 40% receive some instruction incorporating native language.
• Teaching students to read in their first language promotes higher levels of reading achievement in English, probably due to "knowledge transfer" across languages, though it is not automatic.
• What we know about good instruction and curriculum in general holds true for ELL s., ie benefits of explicit instruction of phonics, writing, and comprehension; contextual explanation of vocabulary; cooperative learning; interactive teaching.
• Effects of "culturally-accommodated instruction" are uncertain.

Policy Recommendations:
Instructional modification for ELLs:

• Make English texts accessible by choosing familiar content.
• Build vocabulary in English.
• Use the primary language for support.
• Support ELLs in English-only settings also.
• Assess knowledge and language proficiency separately.
• Add time for ELLs to learn (extended day, after school, extended year, summer school, extra years to earn a diploma).
• Promote productive interaction between ELLs and English speakers.

• Read the Full Report

Goldenberg, C. (2008). Teaching English language learners: what the research does&mdash and does not&mdash say. American Educator, Retrieved from http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf

Tags: Curriculum; Intervention; Latino ELL Students;

Target Population: High School, Post-Secondary

Research Questions the Report Poses: not specified

Findings:

• 158,000 Hispanic students took the ACT in 2010, an increase of 84% since 2006. Hispanic students represent 10% of the ACT-tested graduates.
• 68% of ACT-tested Hispanic high school graduates took at least a minimum core high school curriculum to prepare them for college, compared to 74% of whites and 81% of Asian American/Pacific Islander ACT-tested high school graduates.
• Average ACT Composite scores for Hispanic graduates' remained the same while American Indian/Alaska Native, Asian American/Pacific Islander, and White graduates increased between 2006 and 2010.
• None of the College Readiness Benchmarks were met by at least 50% of Hispanic graduates. While 39% of Asian American graduates and 30% of White graduates met benchmarks in all four subjects, only 11% of Hispanic graduates attained such.
• 77% of Hispanic graduates aspired to attain either a graduate/professional or a bachelor's degree, compared to 85% of white graduates.

Policy Recommendations:

• States should adopt fewer-but essential-learning standards as their new high school graduation standards, and those they adopt must lead to college and career readiness.
• States should adopt a rigorous core curriculum for all high school students whether they are bound for college or work.
• States must define "how good is good enough" for college and career readiness.
• Having appropriate and aligned standards, coupled with a core curriculum, will adequately prepare high school students only if the courses are truly challenging.
• States should begin monitoring student academic performance early to make sure younger students are on target to be ready for college and career.
• States need to establish longitudinal P-16 data systems.

• Read the Full Report

ACT Inc. (2010). The condition of college & career readiness: 2010. ACT Inc. Retrieved from: http://www.act.org/research/policymakers/cccr10/pdf/ConditionofCollegeandCareerReadiness2010.pdf

Tags: Language Proficiency;

Target Population: High School

Research Questions the Report Poses: What is the relationship between level of English proficiency and content knowledge? How do English language learners compare in academic performance with native English speakers?

Findings:

• The higher students scored on the English proficiency, the higher they scored on both math and language arts exams.
• English language learner students scored lower than non-English learners in both language arts and math.
• Use the study's findings in discussion of rules on when students should be moved out of English language learner status and in creation of assessment programs and curriculum for English language learners.

Policy Recommendations:
Use the study’s findings in discussion of rules on when students should be moved out of English language learner status and in creation of assessment programs and curriculum for English language learners.

• Read the Full Report

Crane, E.W., Barrat V. X., and Huang, M. (2011). The relationship between English proficiency and content knowledge for English language learner students in grades 10 and 11 in Utah. (Issues & Answers Report, REL 2001-No. 110). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.

Tags: Bilingualism / Biliteracy; Fluency; Language of Instruction; Language Proficiency; Phonics; Phonological Awareness; Transfer of Literacy Skills; Vocabulary;

Target Population: All

Research Questions the Report Poses:

VOLUME I:

• What are the reigning theories of human development, cognition, culture, and the relationship between them?
• How does identity development intersect with achievement motivation?
• What is intelligence?
• How can our knowledge of human development inform our work as educators working with an increasingly diverse student population?
• What is known about how to work successfully with families from non-dominant cultural groups?

VOLUME II:

• What is language proficiency and how does it interact with culture, human development, learning, and schooling?
• How can teachers best support English language learners (ELLs) and speakers of different English dialects?
• What are the current views of literacy acquisition and best approaches to literacy instruction?
• How can assessments eliminate bias based on language?

Findings:

• Most important to the process of addressing the needs of learners from a wide range of backgrounds is a positive, ongoing process of exploration and constructive conversation among the professionals who serve such students and between professionals and students' families.
• Meaningful approaches to human development and learning have become increasingly multi-disciplinary.
• Language indexes culture; language symbolizes culture; culture is partially created by language.

Policy Recommendations:
Teacher's Guide to Diversity includes a third volume, "The Presenter's Manual," which provides support for preparing for and conducting classes or workshops. The manual contains activities and suggested homework assignments, organized by the volume with which they are associated.

• Read the Full Report

Trumbull, E., Pacheco, M. (2005). The Teacher’s Guide to Diversity: Building a Knowledge Base. Providence, RI: The Education Alliance at Brown University. Retrieved from http://www.alliance.brown.edu/pubs/teach_guide_diversity/.