Assessment and Accountability for ELLs
The following articles provide perspectives meant to inform policy discussions around the assessment and accountability of English language learners (ELLs). They are written for a general audience and we encourage you to chime into the discussion in our comment boxes at the bottom of each article!
- Signposts: ELL Policy Recommendations for Policy Makers
- Dual Immersion: Can It Survive 'Data-Driven Reform'?
- Assessment for Young ELLs: Strengths and Limitations in Current Practices
- Beware of the VAM: Valued-Added Measures for Teacher Accountability
- Creating an Effective Data Reporting System for ELLs
- What does ESSA mean for ELLs?
- Three Strategies for Equitable Assessment of ELLs
- Your Role in the CCSS: Advocacy Action Items (Part 2)
Research and Reports
- Teaching English Language Learners: What the Research Does — and Does Not — Say
- Who's Left Behind? Immigrant Children in High and Low LEP Schools
- Classifying California's English Learners: Is the CELDT too Blunt an Instrument?
- Assessment Considerations for Young English Language Learners Across Different Levels of Accountability
- English Language Learners and High-Stakes Tests: An Overview of the Issues
Our policy section was made possible by a generous grant from the Carnegie Corporation. The statements and views expressed are solely the responsibility of the authors.