期刊名称：Practical Assessment, Research and Evaluation
印刷版ISSN：1531-7714
电子版ISSN：1531-7714
出版年度：2010
卷号：15
出版社：ERIC: Clearinghouse On Assessment and Evaluation
摘要：Within the U.S. public school system, English Language Learners (ELL) represent the fastest growing
student population. Many of these students struggle to access grade-level content due to Limited
English Proficiency (LEP). Although policy regarding LEP status varies state-to-state, most states
impose a short time limit on how long a student can be designated LEP. Consequently, students may
lose their LEP status before gaining full proficiency in English. Current policy does not allow for test
accommodations for former-LEP students, raising concerns about whether language factors within
the tests may prevent students who are not fully proficient in English from successfully accessing the
content of the tests. The purpose of this article is to identify education placement and assessment
policies that lead to reduced assessment language support for former-LEP students. Using the state of
Texas as a case example, we identify potential impact points for former-LEP students who are
required to participate in English-only assessments. We then review ELL assessment accommodations
literature and propose extension of assessment policies to provide options for former-LEP student
population.
