Improving the Validity of English Language Learner Assessment Systems. Executive Summary. Policy Brief 10, Spring 2010.

Abstract

English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payán and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. The U.S. Census Bureau estimates that by 2050, the Hispanic school-age population will exceed the non-Hispanic white school-age public school population (Fry & Gonzalez, 2008). Amidst these dramatic increases, ELL achievement remains among the lowest of all students. For example, on the 2009 National Assessment of Educational Progress (NAEP), 72% of 8th-grade ELL students scored below basic in mathematics as compared to 26% of non-ELL students (National Center for Education Statistics, 2009). Despite 8 years of strong No Child Left Behind (NCLB, 2002) accountability provisions, ELL academic achievement remains one of the greatest challenges confronting states, school districts, and schools.