Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners

Abstract

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.

Effective Instruction for Culturally and Linguistically Diverse Students: A Reconceptualization

“…Much of this literature has criticized use of standardized procedures and has led some to search for a significantly less flawed assessment system (Baker & Good, 1994;Rueda, 1994;Yates & Ortiz, 1991). Many have noted that few relevant measures even exist (Figueroa, 1989) and that traditional assessment measures have serious problems with validity (Garcia, 1991;Lacelle-Peterson & Rivera, 1994).…”

English Language Learners, Comprehensive School Reform, and State Education Agencies: An Overlooked Opportunity to Make Comprehensive School Reform Comprehensive

“…Menken (2000) asserted that "There is a dearth of convincing research that indicates comprehensive school reform models are effective in the education of ELLs" (p. 3). LaCelle-Peterson and Rivera (1994) argued that "It is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners" (p. 55). Despite their claims, comprehensive and ostensibly research-based reforms have been implemented that either excluded ELLs (belying claims of comprehensiveness) or included them without having a research base to prove their appropriateness for ELLs (risking that the reforms were misplaced or inappropriate).…”

Beyond Words to Mathematical Content: Assessing English Learners in the Mathematics Classroom

“…(cited in LaCelle-Peterson & Rivera, 1994) Previous work in assessment has described fair assessment practices for this population (LaCelle-Peterson & Rivera, 1994). Assessment activities should match the language of assessment with language of instruction and "include measures of content knowledge assessed through the medium of the language or languages in which the material was taught."…”