Review of the book English Learners Left Behind: Standardized Testing as Language Policy (original) (raw)
Accountability issues and high stakes standardized assessment: practices, challenges, and impact for english language learners
Mary Farah
2017
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English learners left behind: Standardized testing as language policy
Kate Menken
2008
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Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners
Kate Menken
Bilingual Research Journal, 2006
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The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues
J. Abedi
Educational Researcher, 2004
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Wright, W. E. & Choi, D. (2005). Voices from the classroom: A statewide survey of experienced third-grade English language learner teachers on the impact of language and high-stakes testing policies in Arizona.
Wayne Wright
2005
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Promises and Pitfalls: Implications of No Child Left Behind for Defining, Assessing, and Serving English Language Learners
Catherine Snow
Civil Rights Project …, 2006
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Strengthening Assessment for English Learner Success: How Can the Promise of the Common Core Standards and Innovative Assessment Systems Be Realized?
Robert Linquanti
The Road Ahead for State Assessment, 2011
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Voices from the Classroom: A Statewide Survey of Experienced Third-Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing …
Wayne Wright
Language Policy Research Unit, 2005
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What English Language Learners have to Say About NCLB Testing
Mary Yee
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The impact of language and high-stakes testing policies on elementary school English language learners in Arizona
Wayne Wright
education policy analysis archives, 2006
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Position Paper on Assessment and Accountability of English Language Learners Under the No Child Left Behind Act of 2001 (Public Law 107-110
Michael Cat
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The Relationship Between English Learners’ English Language Proficiency and High Stakes Assessments in Virginia
Jannette DuHart
2019
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Beyond "Teaching to the Test": Rethinking Accountability and Assessment for English Language Learners
Shannon Pella, Betsy Gilliland
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Understanding the Interaction between High-stakes Graduation Tests and English Language Learners
Julian Vasquez Heilig
Teachers College Record, 2011
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High Stakes Assessments and English Language Learners
ahonigsfeld@molloy.edu Honigsfeld
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Descriptive study of state assessment policies for accommodating English language learners
Barbara Acosta
… Center for Equity and Excellence in …, 2008
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Evaluating the Validity of a High-Stakes ESL Test: Why Teachers' Perceptions Matter
Paula Winke
2011
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The Validity of Administering Large-Scale Content Assessments to English Language Learners: An Investigation From Three Perspectives
Frances Butler
PsycEXTRA Dataset
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Do High-Stakes Test Really Address English Language Learners’ Learning Needs? – A Discussion of Issues, Concerns, and Implications
Turgay Han
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Blending Assessment with Standards-Based Instruction as an Approach to Adding Equity to No Child Left Behind (NCLB)
John Poggio
Forum on Public Policy: A Journal of the Oxford Round Table, 2008
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The Disheartened Teacher: Living in the Age of Standardization, High-Stakes Assessments, and NCLB
Daniel Rubin
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The need for nuance: Relationships between EL English proficiency and accountability outcomes
Kathy M Escamilla
Bilingual Research Journal, 2020
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INTESOL Journal A Journal for Indiana Teachers of English to Speakers of Other Languages Volume 11, Number 1 Fall 2014 Test-based Accountability Systems: 25 Concerns for Indiana's Multilingual Learners and Their Teachers
Trish Morita-Mullaney
2014
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Of high-stakes standardized testing and educational inequities for English Learners: In dialogue with Wayne Au
Huseyin Uysal
Review of Education, Pedagogy, and Cultural Studies, 2024
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The Primary Language Record at P.S. 261: How Assessment Transforms Teaching and Learning. A Series on Authentic Assessment and Accountability
Beverly Falk
1993
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Teaching and Learning in Texas: Accountability Testing, Language, Race, and Place
Susan Naomi Bernstein
Journal of Basic Writing, 2005
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The Inequitable Treatment of English Learners in California's Public Schools - eScholarship
Russell Rumberger
2002
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Standardized tests and within-group segregation: The not-so-optimal ESL classroom for long-term English learners
Huseyin Uysal
TESOL Quarterly, 2022
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Improving the Validity of English Language Learner Assessment Systems FULL POLICY BRIEF
Mikyung Wolf, Ronald Dietel
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Improving the Validity of English Language Learner Assessment Systems: Policy Brief 10
Ronald Dietel
PsycEXTRA Dataset, 2000
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Sounds like Success: A Framework for Equitable Assessment: How to Revise Written Assessments for English Language Learners
Cathy Wissehr
The Science Teacher, 2008
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Guide for Refining State Assessment Policies for Accommodating English Language Learners
Lynn Shafer Willner
2008
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Testing and Assessment in American Public Schools: Current Practices and Directions for Improvement. Research into Practice [Project], Test Use Monograph
Joan Herman
1984
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Dilemmas and Issues In Implementing Classroom-Based Assessments for Literacy. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices
Elfrieda H Hiebert
CSE Technical Report 365, 1993
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Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments: 2012 Update. Practical Guidelines for the Education of English Language Learners. Book 4
Mabel Rivera
2012
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