State and District Assessments as an Avenue to Equity and Excellence for English Language Learners with Disabilities. LEP Projects Report.Reportar como inadecuado




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This report on state and district educational assessment programs suggests that, rather than being a threat, these assessments can be an important avenue to equity and excellence for English language learners with disabilities. It begins by examining some of the original ideas behind standards-based education, such as how current federal legislation for Title I of the Elementary and Secondary Education Act (re-authorized in 1994 as the Improving America's Schools Act) reinforces the implementation of standards-based education for all students. After describing the characteristics of current standards-based assessment (including the important distinction between high stakes assessments for students and high stakes assessments for schools), the report identifies some possible benefits of standards-based assessments, particularly those in which the system is held accountable rather than the student. Next, information about English language learners with disabilities based primarily on data from the National Assessment of Educational Progress as well as state-level reports is discussed. Finally, a project which specifically examined data from students with disabilities and English language learners is discussed. Recommendations are made about ways to include these students (with appropriate accommodations) in educational accountability systems. (Contains 35 references.) (DB)

Descriptors: Academic Standards, Accountability, Disabilities, Educational Assessment, Educational Legislation, Educational Policy, Elementary Secondary Education, Federal Legislation, Inclusive Schools, Limited English Speaking

National Center on Educational Outcomes, Univ. of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($10). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO. For full text: http://www.coled.umn.edu/NCEO.









Autor: Thurlow, Martha; Liu, Kristin

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8656&id=ED458739







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