Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.

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The New Jersey Master Faculty Program, developed over the decade of the 1980s by the late Joseph Katz, is a simple yet comprehensive faculty development program that has, since 1988, engaged over 300 New Jersey faculty members at 21 public and private institutions (including two-year, four-year, and graduate campuses) in innovation and reflection on teaching and learning. While the Program is nominally three years old, it builds on a decade of innovation and research by Joseph Katz, Mildred Henry, and others on fifteen campuses across the country. The fruit of these efforts is an approach to faculty development that engages the intellectual and emotional energies of faculty from a wide range of academic disciplines in improving their teaching.The Program promotes faculty collaboration through classroom observation, student interviews, and collegial reflection. Steve Golin, former Program Director, notes four strengths of the Master Faculty Program: it is ongoing, faculty-owned, decentralized, and transforming for faculty (1990). A fifth strength is its flexibility, which makes the Program "travel well"-.so well, in fact, that single campuses and consortia of institutions in at least five

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