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  • DOCUMENT RESUME

    ED 445 037 TM 031 642

    AUTHOR Rivera, Charlene; Stansfield, Charles W.; Scialdone, Lewis; Sharkey, Margaret

    TITLE An Analysis of State Policies for the Inclusion and Accommodation of English Language Learners in State Assessment Programs during 1998-1999. Final Report.

    INSTITUTION George Washington Univ., Arlington, VA. Center for Equity and Excellence in Education.

    SPONS AGENCY Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.

    PUB DATE 2000-04-00 NOTE 405p. PUB TYPE Reports - Evaluative (142) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Bilingual Education; *Educational Policy; Elementary

    Secondary Education; English; *Limited English Speaking; Participation; *Second Language Learning; State Programs; *Testing Programs

    IDENTIFIERS *Test Adaptations

    ABSTRACT This report presents a description of state policies

    regarding the participation of English language learners (ELLs) in statewide assessment programs during the 1998-1999 school year. The data collected included descriptions of policies: (1) for the inclusion and exemption of ELLS; (2) regarding the allowance or prohibition of accommodations in general as well as specific types of accommodations; (3) regarding the inclusion of accommodated test scores in state, district, and school totals; and (4) for use of alternate assessments and policies for reporting the resulting scores. The study is based on the direct analysis of documents provided primarily by directors of bilingual and English-as-a-Second-Language education in each state (two states do not have state assessment programs). Findings show that while almost all states (48) have exclusion/exemption policies, there is great variability in the degree to which state policies address aspects of ELL participation. Forty-six states allow some form of exemption. One finding of note is the absence of academic criteria from the list of criteria to be considered when making inclusion/exemption decisions. States offer accommodations that can be divided into presentation, response, setting, and timing/scheduling categories. Most state policies do not specify that a person with professional knowledge of language learning processes participate in the decision making process. Policies regarding alternate assessment measures for ELLs are absent from most state assessment programs. The report recommends that states review and revise their existing policies to align them with current legislation and good practice. Three appendixes contain study cover letters, discussions of documentation and alternate assessment, and the fourth appendix contains the individual state reports on state inclusion and accommodation policies. (Contains 11 tables, 18 figures, and 33 references.) (SLD)

    Reproductions supplied by EDRS are the best that can be made from the original document.

  • An Analysis of State Policies for the Inclusion and Accommodation of English Language Learners in State Assessment Programs

    during 1998-1999

    Charlene Rivera Center for Equity and Excellence in Education

    The George Washington University

    Charles W. Stansfield Lewis Scialdone

    Margaret Sharkey Second Language Testing, Inc.

    A Study sponsored by the Office of Bilingual Education and Minority Languages Affairs

    U.S. Department of Education

    ;

    a- ' - 8

    1I I at--

    -

    *-

    The George Washington University Center for Equity and Excellence in Education

    April 2000

  • n aS onh niver ity®U WASHINGTON DC

    Center for Equity and Excellence in Education

    1730 North Lynn Street, Suite 401 Arlington, VA 22209

    toll free: (800) 925-3223 telephone: (703) 528-3588 fax: (703) 528-5973

    e-mail: ceeeinfo@ceee.gwu.edu website: http://ceee.gwu.edu

    Copyright 2000

    All rights reserved. Any or all portions of this document may be freely reproduced and distributed without prior permission, provided the source is cited as:

    Rivera, C., Stansfield, C.W., Scialdone, L, & Sharkey, M. (2000). An Analysis of State Policies for the Inclusion andAccomodatianofEnglish LanguageLearnasinStateAssessmentPrognwsduring1998-1999 Arlington, VA: The George Washington University Center for Equity and Excellence in Education.

    An Analysis of StatePoliciesfortheInclusion and Accomodation of English Language Learners was sponsored by the U.S. Department of Educa- tion, Office of Bilingual Education and Minority Languages Affairs. The contents of this publication do not necessarily reflect the views

    or policies of the U. S. Department of Education or any agency of the U.S. Government.

    3

  • An Analysis of State Policies for the Inclusion and Accommodation of English Language Learners

    in State Assessment Programs during 1998-1999

    Charlene Rivera Center for Equity and Excellence in Education

    The George Washington University

    Charles W. Stansfield Lewis Scialdone

    Margaret Sharkey Second Language Testing, Inc.

    April 2000 -,/: Final Report

    Study conducted by the Center for Equity and Excellence in Education

    The George Washington University

    1730 North Lynn Street, Suite 401 Arlington, Virginia 22209-2004 800-925-3223 703-528-3588

    www.ceee.gwu.edu

    Sponsored by the U.S. Department of Education

    Office of Bilingual Education and Minority Languages Affairs

    4

  • Acknowledgements

    This study represents the collaborative efforts of several people who gave diligent attention to and invaluable support for its completion. We are grateful for the exceptional contributions of the Title VII directors who responded perseveringly to our requests for information. They located, reviewed and sent state documents pertinent to the inclusion and accommodation of ELLs. Subsequently, they expended considerable energy verifying the accuracy of our analyses of their policies. State Assessment directors also generously took time to review the individual state reports.

    We thank Diane August for thoughtful and substantive advice on an initial draft of the report form, State Inclusion and Accommodation Policies for LEP Students, found in Appendix D.

    The vision, guidance and contribution to the conceptualization of the study by OBEMLA Director Delia Pompa were invaluable. Her understanding of the need for the study motivated her strong support for its funding. The assistance offered by the OBEMLA staff was certainly appreciated, particularly the input and feedback offered by Milagros Lanauze, the project officer, who assisted at varying stages of the project.

    The breadth of the study required in-depth knowledge of state assessments and the inclusion of English language learners. The many voices who gave thoughtful reviews, provided helpful comments and proposed valuable recommendations include:

    Diane August, August and Associates Pasquale De Vito, Director, Office of Assessment, Rhode Island Department of Education Tom Fisher, Administrator, Assessment and Evaluation Services, Florida Department of Education Milagros Lanuauze, Senior Education Program Specialist, US Department of Education Kristin Liu, Research Fellow for LEP Issues, Minnesota Assessment Project, National Center for Educational Outcomes Delia Pompa, Executive Director, National Association for Bilingual Education Heidi Ramirez, Special Assistant to Deputy Director of Education, US Department of Education Sharon Saez, Senior. .Education Program Specialist, US Department of Education William Schafer, Associate Professor, Maryland Department of Education, University of Maryland Jan Sheinker, Educational Services, Inc. Roger Trent, Director, Division of Evaluation and Assessment, Ohio Department of Education Kit Viator, Administrator, Accountability & Evaluation Services, Massachusetts Department of Education Hugh Walkup, Standards Team Leader, US Department of Education Annette Zehler, Senior Associate, Development Associates

    Finally, a special thanks to staff members of the Center for Equity and Excellence in Education at the George Washington University staff who contributed their time and energies to support this study. Barbara Hicks, Mary DuRoss and Theresa Bui diligently tracked state documents and followed up collecting documents from Title VII and State Assessment directors. Nicole Chase and Sharron Coleman received and organized the numerous state documents submitted. Their efforts were untiring and greatly appreciated.

  • An Analysis of State Policies for the Inclusion and Accommodation of English Language Leamers

    Table of Contents Acknowledgements iii

    Table of Contents

    List of Tables vii

    List of Figures vii

    Executive Summary ix

    I. Introduction 1

    Definitions 2

    II. Review of Literature 4

    Definition and Identification of English Language Learners 4 State Policies/Practices for Including and Exempting ELLs 5

    Exclusion 5 Exemption Time Limits 5 Inclusion/Exemption Decision-Making 6

    State Policies Regarding the Use of Accommodations 7 Studies of the Impact of Accommodations 8 Testing in the Native Language 8 Alternate Assessments 10 Score Reporting 10

    III. Research Questions 12

    IV. Methodology 13

    Collection of Source Documents 13 Classification of Documents 14 Analysis of Documents 14

    V. Results 17

    Identifying ELLs 17 Inclusion/Exemption Policies 18

    Time Limits 18 Inclusion/Exemption Criteria 20 Inclusion/Exemption Decision-Makers 24

    Accommodation Policies 26 Accommodation Criteria 28 Accommodation decision-makers 31 Allowance of Accommodations