State assessment policy and practice for English language learners:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Mahwah, N.J.
Lawrence Erlbaum Associates
2006
|
| Schlagworte: | |
| Online-Zugang: | Publisher description Table of contents Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XLVIII, 449 S. |
| ISBN: | 0805855688 0805855696 |
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| 245 | 1 | 0 | |a State assessment policy and practice for English language learners |c edited by Charlene Rivera, Eric Collum |
| 264 | 1 | |a Mahwah, N.J. |b Lawrence Erlbaum Associates |c 2006 | |
| 300 | |a XLVIII, 449 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Englisch | |
| 650 | 4 | |a English language |x Study and teaching |x Foreign speakers |x Evaluation | |
| 650 | 4 | |a English language |x Study and teaching |z United States |z States |x Evaluation | |
| 651 | 4 | |a USA | |
| 700 | 1 | |a Rivera, Charlene |e Sonstige |4 oth | |
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Datensatz im Suchindex
| _version_ | 1804135493809471488 |
|---|---|
| adam_text | Contents
List of Tables xiii
List of Figures xix
Preface xxiii
About the Contributors xxix
INTRODUCTION: INCLUDING AND ACCOUNTING xxxiii
FOR ENGLISH LANGUAGE LEARNERS IN STATE
ASSESSMENT SYSTEMS
Charlene Rivera and Eric Collum
The Legislative Drive to Account for ELLs xxxvii
Inclusion Requirements xxxviii
Accountability Requirements xxxix
The Challenge of Including ELLs and Accounting for ELLs xli
Academic Performance
Review of State Assessment Policy Studies xliii
Conclusion xlv
References xlvii
v
vi CONTENTS
STUDY 1: AN ANALYSIS OF STATE ASSESSMENT POLICIES 1
REGARDING THE ACCOMMODATION OF ENGLISH
LANGUAGE LEARNERS
Charlene Rivera, Eric Collum, Lynn Shafer Willner,
and Jose Ku Sia, Jr.
Overview 2
Research Design and Methodology 2
Key Issues Informing the Accommodation of ELLs 5
Research on Accommodations 8
How Second Language Acquisition Research Informs 22
the Use of Accommodations
Conclusion 24
Accommodations for ELLs in State Assessment Policies 26
General Characteristics of States Assessment Policies 26
Addressing the Accommodation of ELLs
Analysis of Individual Accommodations Found in States 38
Assessment Policies
The Accommodations Decision Making Process 82
Analysis of Subgroups of States Policies 92
Conclusion 113
Discussion 115
How States Policies Addressed Accommodations for ELLs 116
Accommodations Available to ELLs 121
The Accommodation Decision Making Process 122
Analysis of Subgroups of States Policies 125
Recommendations 127
Guide Selection of ELL Responsive Accommodations 127
Through Clear and Comprehensive Policy
CONTENTS vii
Develop the Accommodations Knowledge Base 129
Through Research
References 131
Appendix 1 A 137
Overview of Accommodations Research 137
Review of Individual Studies 13 7
Appendix 1 B 149
Policy Documents Submitted by States 149
STUDY 2: TEST TRANSLATION AND STATE ASSESSMENT 175
POLICIES FOR ENGLISH LANGUAGE LEARNERS
Charles W. Stansfield and Melissa Bowles
Purpose and Methodology 176
Purpose 176
Methodology 177
Key Issues Affecting Test Translation 179
Factors Affecting States Decisions to Translate 180
State Assessments
Factors Affecting Test Equivalence 183
Conclusion 192
Analysis of State Policies Regarding Test Translation 193
General Policy 194
Sight Translation 195
Written Translation 200
Caveats 207
Summary and Conclusion 208
Case Studies of States Test Translation Procedures 209
vjij CONTENTS
Arizona 211
Colorado 2 2
Delaware 221
Massachusetts 228
Minnesota 237
New Mexico 244
New York 250
Oregon 260
Rhode Island 269
Texas 275
Utah 283
Vermont 289
Discussion and Recommendations 294
Preliminary Considerations 295
Guidelines for Written Translation 296
Guidelines for Audiotaped Translation 301
Guidelines for Sight Translation 301
Guidelines for Response in Native Language 302
Recommendations 303
References 303
Appendix 2 A 307
Interview Protocol 307
I. Background Questions 307
II. The Translation Process 308
III. Other Forms of Communication in the Non English Language 309
CONTENTS ix
IV. Technology 309
V. Research 309
VI. District Translation 310
VII. The Future 310
Appendix 2 B 311
Policy Documents Submitted by States 311
STUDY 3: STATE PRACTICES FOR REPORTING PARTICIPATION 315
AND PERFORMANCE OF ENGLISH LANGUAGE LEARNERS
IN STATE ASSESSMENTS
Martha L. Thurlow, Debra Albus, Kristin K. Liu,
and Charlene Rivera
Review of Research on State Assessment Reports 316
Purpose and Methodology 318
Purpose 318
Methodology 319
State Practices: Availability and Comprehensiveness of ELL Data 323
in State Assessment Reports
Availability of State Reports 324
Comprehensiveness of Reporting on ELLs 324
Summary of Findings 334
Reporting Participation and Performance 338
Accounting for All ELLs 339
Participation Reporting Categories 341
Reporting on Exempted Students 342
Types of Scores Reported 344
Accommodated Tests 346
Native Language Tests 349
x CONTENTS
ELL Participation and Performance in Native Language Tests 349
Summary of Findings 352
Reporting by States with Large and Small ELL Student Populations 354
States With Large ELL Populations 354
States With Small ELL Populations 355
Summary of Findings on Reporting and ELL 357
Student Population Size
Content Area Assessment: Participation and Performance 357
of ELLs
Participation Reported for Content Areas 358
Content Area Assessment Performance 360
National Percentile Rank Reporting 362
Summary of Findings 362
Statewide Alternate Assessments for ELLs and Assessments 364
Designed for ELLs
Findings 364
Data Reported for Alternate and ELL Specific Assessments 366
Summary of Findings on ELL Specific Assessments 368
Effective State Reporting Practices 368
Print Reporting 369
Web Reporting 380
Conclusion 383
Highlights of the Findings 384
Recommendations 386
References 389
Appendix 3 A 393
CONTENTS xi
State Accountability Reports 393
Print Sources 394
Web Based Sources: Study Data Actively Displayed 397
Web Based Sources: Study Data No Longer Displayed 402
Appendix 3 B 417
List of Acronyms for State Tests Referenced in the Study 417
Appendix 3 C 419
Description of Elements Found in State Score Reports 419
Examined in the Study
CONCLUSION 427
Charlene Rivera and Eric Collum
Author Index 435
Subject Index 439
List of Tables
STUDY I
Table I. I Studies Examining the Effectiveness of Linguistic 13
Simplification as an Accommodation for ELLs
Table 1.2 Studies Examining the Effectiveness of Dictionaries 16
and Glossaries as an Accommodation for ELLs
Table 1.3 Studies Examining the Effectiveness of the Use 17
of Native Language as an Accommodation for ELLs
Table 1.4 Studies Examining the Effectiveness of Reading Aloud 19
as an Accommodation for ELLs
Table 1.5 Studies Examining the Effectiveness of Extra Time 21
as an Accommodation for ELLs
Table 1.6 States Use of the Traditional Taxonomy for Classifying 30
Accommodations for ELLs
Table 1.7 States Policies Listing Accommodations for ELLs 33
Separately or in Combination With Those for Students
With Disabilities
Table 1.8 Content Areas for Which Accommodations Were 35
Designated in States Policies
Table 1.9 Accommodations Designated for ELLs in States Policies, 40
Classified by Traditional Accommodation Categories
xiii
xiv LIST OF TABLES
Table 1. 10 States with Policies Addressing Accommodations, 43
Organized by Traditional Categories
Table 1. 11 Accommodations Responsive Exclusively to Students 46
With Disabilities in States Policies
Table 1.12 ELL Responsive Accommodations Found in States 49
Policies
Table 1.13 Native Language Accommodations Found in States 52
Policies
Table 1.14 Number of States Policies Allowing or Prohibiting 54
Native Language Accommodations
Table 1.15 Parts of Test for Which Native Language 60
Accommodations Were Addressed
Table 1.16 English Language Accommodations Found in States 61
Policies
Table 1.17 Number of States Policies Allowing or Prohibiting 63
Accommodations Involving Simplification of Text
Table 1.18 Number of States Policies Allowing or Prohibiting 68
Accommodations Involving Repetition of Text
Table 1.19 Number of States Policies Allowing or Prohibiting 72
Accommodations Involving Clarification of Text
Table 1.20 Parts of Test for Which English Language 75
Accommodations Were Addressed
Table 1.21 Indirect Linguistic Support Accommodations 76
Table 1.22 Frequency With Which Indirect Linguistic Support 78
Accommodations Were Allowed or Prohibited
in States Policies
Table 1.23 Criteria Found in States Policies to Facilitate Inclusion 83
of ELLs in Accommodated Assessments
Table 1.24 Criteria for Determining Inclusion of ELLs in 85
Accommodated Assessment
Table 1.25 Decision Makers Named in States Assessment 89
Policies
LIST OF TABLES xv
Table 1.26 Decision Makers Designated in States Policies to 90
Determine Inclusion of ELLs in Accommodated
Assessment
Table 1.27 States Policies Regarding the Use of Accommodations 95
on High School Exit Exams
Table 1.28 Direct Linguistic Support Accommodations Allowed 98
for ELLs Taking High School Exit Exams
Table 1.29 Number and Percentage of ELLs Enrolled in Top 10 100
States
Table 1.30 Content Areas for Which Accommodations Were 103
Designated in the Policies of Top 10 States
Table 1.31 Number of Top 10 States Policies Allowing or 106
Prohibiting Native Language Accommodations
Table 1.32 Number of Top 10 Ten States Policies Allowing or 108
Prohibiting the Use of English Language
Accommodations
Table 1.33 Frequency With Which Indirect Linguistic Support 110
Accommodations Were Allowed or Prohibited in
Policies of Top 10 States
Table 1.34 Criteria for Determining Inclusion of ELLs in 112
Accommodated Assessment in Policies of Top 10
States
Table 1.35 Decision Makers Designated in Top 10 States Policies 114
to Determine Inclusion of ELLs in Accommodated
Assessment
Table I.A.I Studies Examining the Effectiveness of 138
Accommodations for ELLs
STUDY 2
Table 2.1 States Policies Specifying Components for Which 198
Translation Was Prohibited
Table 2.2 Qualifications Required for Sight Translators in Six 199
States Policies
xvi LIST OF TABLES
Table 2.3 States with Policies Specifying Languages for Which 203
Written Translations Could Be Provided
Table 2.4 Ten States Criteria for Determining Which Students 204
Receive Native Language Versions of Tests
Table 2.5 Results of Standard Setting for Colorado Reading, 217
Grades 3 Through 5
Table 2.6 CSAP Results 220
Table 2.7 Spanish Versions of the MCAS Administered 232
Table 2.8 Passing Rates for English and Spanish Versions of the TAAS 279
Table 2.9 States Specifying Languages for Which Written 297
Translations Could Be Provided
Table 2.10 Content Areas for Which Written Translations Were 299
Provided, by State
STUDY 3
Table 3.1 Labels Identifying ELLs and Former ELLs in State 321
Assessment Reports
Table 3.2 Sources of State Assessment Reports 325
Table 3.3 States Including ELL Participation Data, Performance 329
Data, or Both in State Assessment Reports
Table 3.4 Grade Levels for Which States Reported ELL Reading 332
and Math Performance Data
Table 3.5 States That Reported Data for Specific Tests for the General 333
Population and ELLs for Some Grades but Not Others
Table 3.6 State Assessment Performance Data Reported With 335
and Without Disaggregated ELL Data
Table 3.7 States Reporting ELL Participation and Performance 336
by Content Area Tested
Table 3.8 States Reporting by Total in Grade and Total Tested 340
or Not Tested
Table 3.9 Report Categories Indicating Participation of ELLs 343
in State Assessments
LIST OF TABLES xvii
Table 3.10 Report Categories for Exempted ELLs 344
Table 3.11 Score Reporting Categories 345
Table 3.12 ELLs Participation and Performance Under 347
Accommodated Test Conditions
Table 3.13 Native Language Assessments Offered in School Year 350
1999 2000
Table 3.14 Participation and Performance of ELLs in Native 351
Language Tests by Content and Grades Tested
Table 3.15 States Reporting ELL Participation and Performance 352
for Native Language Tests
Table 3.16 Reporting of ELL Data in States With the Largest 355
Numbers and Percentages of ELLs
Table 3.17 Reporting of ELL Data by States With the Smallest 356
Numbers and Percentages of ELLs
Table 3.18 States That Reported ELL Participation in Content 359
Assessments
Table 3.19 Reading: State Reporting on Participation Rates and 361
Performance
Table 3.20 Math: State Reporting on Participation Rates and 362
Performance
Table 3.21 Science: State Reporting on Participation Rates and 363
Performance
Table 3.22 Type of Normative Score Used by States That 363
Reported Norm Referenced Test Scores
Table 3.23 ELL Participation and Performance Data on 367
Assessments Designed for ELLs
Table 3.24 Sample Disaggregated Participation Data 370
Table 3.25 Aggregated Participation Data for MCAS, Spring 2000 372
Table 3.26 Disaggregated ELL Participation Data for MCAS, 372
Spring 2000
Table 3.27 Disaggregated Performance Level Results for MCAS, 374
Spring 2000, by Student Status: Grade 4
xviii LIST OF TABLES
Table 3.28 Participation and Performance Data for ELLs Reported 376
in the Same Table
Table 3.29 Performance Results Reported in Spanish 378
Table 3.30 Disaggregated Data by Student Subgroup and 379
Performance Levels in Kansas Writing Assessment
for School Year 1998 1999
Table 3.31 Reporting Accommodated Scores 381
Table 3.32 Web Based Customized Disaggregated Data Report 382
List of Figures
STUDY I
FIG. I. I States with and without polices that address the 27
accommodation of ELLs.
FIG. 1.2 Number of accommodations addressing the needs 45
of students with disabilities (SDs) exclusively versus
number of accommodations addressing the needs
of ELLs and SDs.
FIG. 1.3 Accommodations found in states policies addressing 51
the unique needs of ELLs versus those of students
with disabilities (SDs).
FIG. 1.4 Overview of accommodations in native language 53
allowed or prohibited by states policies.
FIG. 1.5 Overview of accommodations in native language 56
involving written translation allowed or prohibited
in states policies.
FIG. 1.6 Overview of accommodations in native language 58
involving scripted oral translation allowed
or prohibited by states policies.
FIG. 1.7 Overview of accommodations in native language 59
involving sight translation allowed or prohibited
by states policies.
FIG. 1.8 Overview of accommodations in English allowed 62
or prohibited by states policies.
xix
xx LIST OF FIGURES
FIG. 1.9 Overview of accommodations involving simplification 65
allowed or prohibited by states policies.
FIG. 1. 10 Overview of accommodations involving repetition 67
allowed or prohibited by states policies.
FIG. I.I I Overview of accommodations involving clarification 71
allowed or prohibited by states policies.
FIG. 1.12 Overview of accommodations providing indirect 77
linguistic support allowed or prohibited by states
policies.
FIG. 1.13 Overview of indirect linguistic support accommodations 80
allowed or prohibited by states policies.
FIG. 1.14 Number of states policies allowing or prohibiting 81
accommodations involving direct or indirect linguistic
support.
FIG. 1.15 Types of criteria cited in states assessment policies. 83
FIG. 1.16 Types of decision makers cited in states assessment 89
policies.
FIG. 1.17 Organization of accommodations used by top 10 states 101
versus remaining 41 states.
FIG. 1.18 Percentage of top 10 states versus percentage of 104
remaining 41 states addressing content areas for
which accommodations were allowed or prohibited.
FIG. 1.19 Percentage of top 10 states versus remaining 41 104
states allowing or prohibiting native language
accommodations.
FIG. 1.20 Percentage of top 10 states versus remaining 41 107
states allowing or prohibiting English language
accommodations.
FIG. 1.21 Percentage of top 10 states versus remaining 41 109
states allowing or prohibiting indirect linguistic
support accommodations.
FIG. 1.22 Percentage of top 10 states versus remaining 41 111
states policies specifying types of criteria to
be used in the decision making process.
LIST OF FIGURES xxi
FIG. 1.23 Percentage of top 10 states versus remaining 41 113
states policies designating personnel to participate
in the decision making process.
STUDY 2
FIG. 2.1 States with polices addressing sight translation. 196
FIG. 2.2 States with polices addressing written translation. 201
FIG. 2.3 Total number of ELLs in Arizona, as a percentage 212
of overall student population.
FIG. 2.4 Total number of ELLs in Colorado, as a percentage 213
of overall student population.
FIG. 2.5 Primary languages of ELLs in Colorado. 214
FIG. 2.6 Total number of ELLs in Delaware, as a percentage 222
of overall student population.
FIG. 2.7 Primary languages of ELLs in Delaware. 222
FIG. 2.8 Total number of ELLs in Massachusetts, as a 229
percentage of overall student population.
FIG. 2.9 Primary languages of ELLs in Massachusetts. 230
FIG. 2.10 Total number of ELLs in Minnesota, as a percentage 238
of overall student population.
FIG. 2.11 Primary languages of ELLs in Minnesota. 239
FIG. 2.12 Total number of ELLs in New Mexico, as a percentage 246
of overall student population.
FIG. 2.13 Primary languages of ELLs in New Mexico. 247
FIG. 2.14 Total number of ELLs in New York, as a percentage 251
of overall student population.
FIG. 2.15 Total number of ELLs in Oregon, as a percentage 260
of overall student population.
FIG. 2.16 Total number of ELLs in Rhode Island, as a percentage 269
of overall student population.
xxii LIST OF FIGURES
FIG. 2.17 Total number of ELLs in Texas, as a percentage 277
of overall student population.
FIG. 2.18 Primary languages of ELLs in Texas. 277
FIG. 2.19 Number of Spanish speaking ELLs in Texas by grade. 279
FIG. 2.20 Total number of ELLs in Utah, as a percentage 283
of overall student population.
FIG. 2.21 Primary languages of ELLs in Utah. 284
FIG. 2.22 Total number of ELLs in Vermont, as a percentage 289
of overall student population.
FIG. 2.23 Primary languages of ELLs in Vermont. 290
STUDY 3
FIG. 3.1 States reporting ELL participation and performance 328
data in school year 1999 2000.
FIG. 3.2 Comprehensiveness of ELL performance reporting 331
for school year 1999 2000.
|
| adam_txt |
Contents
List of Tables xiii
List of Figures xix
Preface xxiii
About the Contributors xxix
INTRODUCTION: INCLUDING AND ACCOUNTING xxxiii
FOR ENGLISH LANGUAGE LEARNERS IN STATE
ASSESSMENT SYSTEMS
Charlene Rivera and Eric Collum
The Legislative Drive to Account for ELLs xxxvii
Inclusion Requirements xxxviii
Accountability Requirements xxxix
The Challenge of Including ELLs and Accounting for ELLs' xli
Academic Performance
Review of State Assessment Policy Studies xliii
Conclusion xlv
References xlvii
v
vi CONTENTS
STUDY 1: AN ANALYSIS OF STATE ASSESSMENT POLICIES 1
REGARDING THE ACCOMMODATION OF ENGLISH
LANGUAGE LEARNERS
Charlene Rivera, Eric Collum, Lynn Shafer Willner,
and Jose Ku Sia, Jr.
Overview 2
Research Design and Methodology 2
Key Issues Informing the Accommodation of ELLs 5
Research on Accommodations 8
How Second Language Acquisition Research Informs 22
the Use of Accommodations
Conclusion 24
Accommodations for ELLs in State Assessment Policies 26
General Characteristics of States' Assessment Policies 26
Addressing the Accommodation of ELLs
Analysis of Individual Accommodations Found in States' 38
Assessment Policies
The Accommodations Decision Making Process 82
Analysis of Subgroups of States' Policies 92
Conclusion 113
Discussion 115
How States' Policies Addressed Accommodations for ELLs 116
Accommodations Available to ELLs 121
The Accommodation Decision Making Process 122
Analysis of Subgroups of States' Policies 125
Recommendations 127
Guide Selection of ELL Responsive Accommodations 127
Through Clear and Comprehensive Policy
CONTENTS vii
Develop the Accommodations Knowledge Base 129
Through Research
References 131
Appendix 1 A 137
Overview of Accommodations Research 137
Review of Individual Studies 13 7
Appendix 1 B 149
Policy Documents Submitted by States 149
STUDY 2: TEST TRANSLATION AND STATE ASSESSMENT 175
POLICIES FOR ENGLISH LANGUAGE LEARNERS
Charles W. Stansfield and Melissa Bowles
Purpose and Methodology 176
Purpose 176
Methodology 177
Key Issues Affecting Test Translation 179
Factors Affecting States' Decisions to Translate 180
State Assessments
Factors Affecting Test Equivalence 183
Conclusion 192
Analysis of State Policies Regarding Test Translation 193
General Policy 194
Sight Translation 195
Written Translation 200
Caveats 207
Summary and Conclusion 208
Case Studies of States' Test Translation Procedures 209
vjij CONTENTS
Arizona 211
Colorado 2'2
Delaware 221
Massachusetts 228
Minnesota 237
New Mexico 244
New York 250
Oregon 260
Rhode Island 269
Texas 275
Utah 283
Vermont 289
Discussion and Recommendations 294
Preliminary Considerations 295
Guidelines for Written Translation 296
Guidelines for Audiotaped Translation 301
Guidelines for Sight Translation 301
Guidelines for Response in Native Language 302
Recommendations 303
References 303
Appendix 2 A 307
Interview Protocol 307
I. Background Questions 307
II. The Translation Process 308
III. Other Forms of Communication in the Non English Language 309
CONTENTS ix
IV. Technology 309
V. Research 309
VI. District Translation 310
VII. The Future 310
Appendix 2 B 311
Policy Documents Submitted by States 311
STUDY 3: STATE PRACTICES FOR REPORTING PARTICIPATION 315
AND PERFORMANCE OF ENGLISH LANGUAGE LEARNERS
IN STATE ASSESSMENTS
Martha L. Thurlow, Debra Albus, Kristin K. Liu,
and Charlene Rivera
Review of Research on State Assessment Reports 316
Purpose and Methodology 318
Purpose 318
Methodology 319
State Practices: Availability and Comprehensiveness of ELL Data 323
in State Assessment Reports
Availability of State Reports 324
Comprehensiveness of Reporting on ELLs 324
Summary of Findings 334
Reporting Participation and Performance 338
Accounting for All ELLs 339
Participation Reporting Categories 341
Reporting on Exempted Students 342
Types of Scores Reported 344
Accommodated Tests 346
Native Language Tests 349
x CONTENTS
ELL Participation and Performance in Native Language Tests 349
Summary of Findings 352
Reporting by States with Large and Small ELL Student Populations 354
States With Large ELL Populations 354
States With Small ELL Populations 355
Summary of Findings on Reporting and ELL 357
Student Population Size
Content Area Assessment: Participation and Performance 357
of ELLs
Participation Reported for Content Areas 358
Content Area Assessment Performance 360
National Percentile Rank Reporting 362
Summary of Findings 362
Statewide Alternate Assessments for ELLs and Assessments 364
Designed for ELLs
Findings 364
Data Reported for Alternate and ELL Specific Assessments 366
Summary of Findings on ELL Specific Assessments 368
Effective State Reporting Practices 368
Print Reporting 369
Web Reporting 380
Conclusion 383
Highlights of the Findings 384
Recommendations 386
References 389
Appendix 3 A 393
CONTENTS xi
State Accountability Reports 393
Print Sources 394
Web Based Sources: Study Data Actively Displayed 397
Web Based Sources: Study Data No Longer Displayed 402
Appendix 3 B 417
List of Acronyms for State Tests Referenced in the Study 417
Appendix 3 C 419
Description of Elements Found in State Score Reports 419
Examined in the Study
CONCLUSION 427
Charlene Rivera and Eric Collum
Author Index 435
Subject Index 439
List of Tables
STUDY I
Table I. I Studies Examining the Effectiveness of Linguistic 13
Simplification as an Accommodation for ELLs
Table 1.2 Studies Examining the Effectiveness of Dictionaries 16
and Glossaries as an Accommodation for ELLs
Table 1.3 Studies Examining the Effectiveness of the Use 17
of Native Language as an Accommodation for ELLs
Table 1.4 Studies Examining the Effectiveness of Reading Aloud 19
as an Accommodation for ELLs
Table 1.5 Studies Examining the Effectiveness of Extra Time 21
as an Accommodation for ELLs
Table 1.6 States'Use of the Traditional Taxonomy for Classifying 30
Accommodations for ELLs
Table 1.7 States' Policies Listing Accommodations for ELLs 33
Separately or in Combination With Those for Students
With Disabilities
Table 1.8 Content Areas for Which Accommodations Were 35
Designated in States' Policies
Table 1.9 Accommodations Designated for ELLs in States' Policies, 40
Classified by Traditional Accommodation Categories
xiii
xiv LIST OF TABLES
Table 1. 10 States with Policies Addressing Accommodations, 43
Organized by Traditional Categories
Table 1. 11 Accommodations Responsive Exclusively to Students 46
With Disabilities in States' Policies
Table 1.12 ELL Responsive Accommodations Found in States' 49
Policies
Table 1.13 Native Language Accommodations Found in States' 52
Policies
Table 1.14 Number of States' Policies Allowing or Prohibiting 54
Native Language Accommodations
Table 1.15 Parts of Test for Which Native Language 60
Accommodations Were Addressed
Table 1.16 English Language Accommodations Found in States' 61
Policies
Table 1.17 Number of States' Policies Allowing or Prohibiting 63
Accommodations Involving Simplification of Text
Table 1.18 Number of States' Policies Allowing or Prohibiting 68
Accommodations Involving Repetition of Text
Table 1.19 Number of States' Policies Allowing or Prohibiting 72
Accommodations Involving Clarification of Text
Table 1.20 Parts of Test for Which English Language 75
Accommodations Were Addressed
Table 1.21 Indirect Linguistic Support Accommodations 76
Table 1.22 Frequency With Which Indirect Linguistic Support 78
Accommodations Were Allowed or Prohibited
in States' Policies
Table 1.23 Criteria Found in States' Policies to Facilitate Inclusion 83
of ELLs in Accommodated Assessments
Table 1.24 Criteria for Determining Inclusion of ELLs in 85
Accommodated Assessment
Table 1.25 Decision Makers Named in States' Assessment 89
Policies
LIST OF TABLES xv
Table 1.26 Decision Makers Designated in States' Policies to 90
Determine Inclusion of ELLs in Accommodated
Assessment
Table 1.27 States'Policies Regarding the Use of Accommodations 95
on High School Exit Exams
Table 1.28 Direct Linguistic Support Accommodations Allowed 98
for ELLs Taking High School Exit Exams
Table 1.29 Number and Percentage of ELLs Enrolled in Top 10 100
States
Table 1.30 Content Areas for Which Accommodations Were 103
Designated in the Policies of Top 10 States
Table 1.31 Number of Top 10 States' Policies Allowing or 106
Prohibiting Native Language Accommodations
Table 1.32 Number of Top 10 Ten States' Policies Allowing or 108
Prohibiting the Use of English Language
Accommodations
Table 1.33 Frequency With Which Indirect Linguistic Support 110
Accommodations Were Allowed or Prohibited in
Policies of Top 10 States
Table 1.34 Criteria for Determining Inclusion of ELLs in 112
Accommodated Assessment in Policies of Top 10
States
Table 1.35 Decision Makers Designated in Top 10 States' Policies 114
to Determine Inclusion of ELLs in Accommodated
Assessment
Table I.A.I Studies Examining the Effectiveness of 138
Accommodations for ELLs
STUDY 2
Table 2.1 States'Policies Specifying Components for Which 198
Translation Was Prohibited
Table 2.2 Qualifications Required for Sight Translators in Six 199
States' Policies
xvi LIST OF TABLES
Table 2.3 States with Policies Specifying Languages for Which 203
Written Translations Could Be Provided
Table 2.4 Ten States' Criteria for Determining Which Students 204
Receive Native Language Versions of Tests
Table 2.5 Results of Standard Setting for Colorado Reading, 217
Grades 3 Through 5
Table 2.6 CSAP Results 220
Table 2.7 Spanish Versions of the MCAS Administered 232
Table 2.8 Passing Rates for English and Spanish Versions of the TAAS 279
Table 2.9 States Specifying Languages for Which Written 297
Translations Could Be Provided
Table 2.10 Content Areas for Which Written Translations Were 299
Provided, by State
STUDY 3
Table 3.1 Labels Identifying ELLs and Former ELLs in State 321
Assessment Reports
Table 3.2 Sources of State Assessment Reports 325
Table 3.3 States Including ELL Participation Data, Performance 329
Data, or Both in State Assessment Reports
Table 3.4 Grade Levels for Which States Reported ELL Reading 332
and Math Performance Data
Table 3.5 States That Reported Data for Specific Tests for the General 333
Population and ELLs for Some Grades but Not Others
Table 3.6 State Assessment Performance Data Reported With 335
and Without Disaggregated ELL Data
Table 3.7 States Reporting ELL Participation and Performance 336
by Content Area Tested
Table 3.8 States Reporting by Total in Grade and Total Tested 340
or Not Tested
Table 3.9 Report Categories Indicating Participation of ELLs 343
in State Assessments
LIST OF TABLES xvii
Table 3.10 Report Categories for Exempted ELLs 344
Table 3.11 Score Reporting Categories 345
Table 3.12 ELLs' Participation and Performance Under 347
Accommodated Test Conditions
Table 3.13 Native Language Assessments Offered in School Year 350
1999 2000
Table 3.14 Participation and Performance of ELLs in Native 351
Language Tests by Content and Grades Tested
Table 3.15 States' Reporting ELL Participation and Performance 352
for Native Language Tests
Table 3.16 Reporting of ELL Data in States With the Largest 355
Numbers and Percentages of ELLs
Table 3.17 Reporting of ELL Data by States With the Smallest 356
Numbers and Percentages of ELLs
Table 3.18 States That Reported ELL Participation in Content 359
Assessments
Table 3.19 Reading: State Reporting on Participation Rates and 361
Performance
Table 3.20 Math: State Reporting on Participation Rates and 362
Performance
Table 3.21 Science: State Reporting on Participation Rates and 363
Performance
Table 3.22 Type of Normative Score Used by States That 363
Reported Norm Referenced Test Scores
Table 3.23 ELL Participation and Performance Data on 367
Assessments Designed for ELLs
Table 3.24 Sample Disaggregated Participation Data 370
Table 3.25 Aggregated Participation Data for MCAS, Spring 2000 372
Table 3.26 Disaggregated ELL Participation Data for MCAS, 372
Spring 2000
Table 3.27 Disaggregated Performance Level Results for MCAS, 374
Spring 2000, by Student Status: Grade 4
xviii LIST OF TABLES
Table 3.28 Participation and Performance Data for ELLs Reported 376
in the Same Table
Table 3.29 Performance Results Reported in Spanish 378
Table 3.30 Disaggregated Data by Student Subgroup and 379
Performance Levels in Kansas Writing Assessment
for School Year 1998 1999
Table 3.31 Reporting Accommodated Scores 381
Table 3.32 Web Based Customized Disaggregated Data Report 382
List of Figures
STUDY I
FIG. I. I States with and without polices that address the 27
accommodation of ELLs.
FIG. 1.2 Number of accommodations addressing the needs 45
of students with disabilities (SDs) exclusively versus
number of accommodations addressing the needs
of ELLs and SDs.
FIG. 1.3 Accommodations found in states'policies addressing 51
the unique needs of ELLs versus those of students
with disabilities (SDs).
FIG. 1.4 Overview of accommodations in native language 53
allowed or prohibited by states' policies.
FIG. 1.5 Overview of accommodations in native language 56
involving written translation allowed or prohibited
in states' policies.
FIG. 1.6 Overview of accommodations in native language 58
involving scripted oral translation allowed
or prohibited by states' policies.
FIG. 1.7 Overview of accommodations in native language 59
involving sight translation allowed or prohibited
by states' policies.
FIG. 1.8 Overview of accommodations in English allowed 62
or prohibited by states' policies.
xix
xx LIST OF FIGURES
FIG. 1.9 Overview of accommodations involving simplification 65
allowed or prohibited by states' policies.
FIG. 1. 10 Overview of accommodations involving repetition 67
allowed or prohibited by states' policies.
FIG. I.I I Overview of accommodations involving clarification 71
allowed or prohibited by states' policies.
FIG. 1.12 Overview of accommodations providing indirect 77
linguistic support allowed or prohibited by states'
policies.
FIG. 1.13 Overview of indirect linguistic support accommodations 80
allowed or prohibited by states' policies.
FIG. 1.14 Number of states' policies allowing or prohibiting 81
accommodations involving direct or indirect linguistic
support.
FIG. 1.15 Types of criteria cited in states' assessment policies. 83
FIG. 1.16 Types of decision makers cited in states' assessment 89
policies.
FIG. 1.17 Organization of accommodations used by top 10 states 101
versus remaining 41 states.
FIG. 1.18 Percentage of top 10 states versus percentage of 104
remaining 41 states addressing content areas for
which accommodations were allowed or prohibited.
FIG. 1.19 Percentage of top 10 states versus remaining 41 104
states allowing or prohibiting native language
accommodations.
FIG. 1.20 Percentage of top 10 states versus remaining 41 107
states allowing or prohibiting English language
accommodations.
FIG. 1.21 Percentage of top 10 states versus remaining 41 109
states allowing or prohibiting indirect linguistic
support accommodations.
FIG. 1.22 Percentage of top 10 states versus remaining 41 111
states' policies specifying types of criteria to
be used in the decision making process.
LIST OF FIGURES xxi
FIG. 1.23 Percentage of top 10 states versus remaining 41 113
states' policies designating personnel to participate
in the decision making process.
STUDY 2
FIG. 2.1 States with polices addressing sight translation. 196
FIG. 2.2 States with polices addressing written translation. 201
FIG. 2.3 Total number of ELLs in Arizona, as a percentage 212
of overall student population.
FIG. 2.4 Total number of ELLs in Colorado, as a percentage 213
of overall student population.
FIG. 2.5 Primary languages of ELLs in Colorado. 214
FIG. 2.6 Total number of ELLs in Delaware, as a percentage 222
of overall student population.
FIG. 2.7 Primary languages of ELLs in Delaware. 222
FIG. 2.8 Total number of ELLs in Massachusetts, as a 229
percentage of overall student population.
FIG. 2.9 Primary languages of ELLs in Massachusetts. 230
FIG. 2.10 Total number of ELLs in Minnesota, as a percentage 238
of overall student population.
FIG. 2.11 Primary languages of ELLs in Minnesota. 239
FIG. 2.12 Total number of ELLs in New Mexico, as a percentage 246
of overall student population.
FIG. 2.13 Primary languages of ELLs in New Mexico. 247
FIG. 2.14 Total number of ELLs in New York, as a percentage 251
of overall student population.
FIG. 2.15 Total number of ELLs in Oregon, as a percentage 260
of overall student population.
FIG. 2.16 Total number of ELLs in Rhode Island, as a percentage 269
of overall student population.
xxii LIST OF FIGURES
FIG. 2.17 Total number of ELLs in Texas, as a percentage 277
of overall student population.
FIG. 2.18 Primary languages of ELLs in Texas. 277
FIG. 2.19 Number of Spanish speaking ELLs in Texas by grade. 279
FIG. 2.20 Total number of ELLs in Utah, as a percentage 283
of overall student population.
FIG. 2.21 Primary languages of ELLs in Utah. 284
FIG. 2.22 Total number of ELLs in Vermont, as a percentage 289
of overall student population.
FIG. 2.23 Primary languages of ELLs in Vermont. 290
STUDY 3
FIG. 3.1 States reporting ELL participation and performance 328
data in school year 1999 2000.
FIG. 3.2 Comprehensiveness of ELL performance reporting 331
for school year 1999 2000. |
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| spelling | State assessment policy and practice for English language learners edited by Charlene Rivera, Eric Collum Mahwah, N.J. Lawrence Erlbaum Associates 2006 XLVIII, 449 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Englisch English language Study and teaching Foreign speakers Evaluation English language Study and teaching United States States Evaluation USA Rivera, Charlene Sonstige oth http://www.loc.gov/catdir/enhancements/fy0634/2005051848-d.html Publisher description http://www.loc.gov/catdir/enhancements/fy0634/2005051848-t.html Table of contents HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014889813&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | State assessment policy and practice for English language learners Englisch English language Study and teaching Foreign speakers Evaluation English language Study and teaching United States States Evaluation |
| title | State assessment policy and practice for English language learners |
| title_auth | State assessment policy and practice for English language learners |
| title_exact_search | State assessment policy and practice for English language learners |
| title_exact_search_txtP | State assessment policy and practice for English language learners |
| title_full | State assessment policy and practice for English language learners edited by Charlene Rivera, Eric Collum |
| title_fullStr | State assessment policy and practice for English language learners edited by Charlene Rivera, Eric Collum |
| title_full_unstemmed | State assessment policy and practice for English language learners edited by Charlene Rivera, Eric Collum |
| title_short | State assessment policy and practice for English language learners |
| title_sort | state assessment policy and practice for english language learners |
| topic | Englisch English language Study and teaching Foreign speakers Evaluation English language Study and teaching United States States Evaluation |
| topic_facet | Englisch English language Study and teaching Foreign speakers Evaluation English language Study and teaching United States States Evaluation USA |
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