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Do High-Stakes Test Really Address English Language Learners¡¯ Learning Needs? ¨C A Discussion of Issues, Concerns, and Implications

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  • Jinyan Huang
  • Turgay Han
  • Kelli Schnapp

Abstract

The No Child Left Behind Act (NCLB) has emphasized the role of high-stakes tests (HSTs) designed to increase accountability for schools and improve student achievement. Under NCLB, English language learners (ELLs) must be included in such tests. Educators must then make critical decisions concerning how to include ELLs in such HSTs in ways that the tests are fair and also address their learning needs. Factors to consider include the selection of appropriate testing accommodations and the accurate interpretation of test results. This paper discusses key issues and major concerns about ELLs and HSTs. It also proposes solutions to both expected and unexpected problems

Suggested Citation

  • Jinyan Huang & Turgay Han & Kelli Schnapp, 2012. "Do High-Stakes Test Really Address English Language Learners¡¯ Learning Needs? ¨C A Discussion of Issues, Concerns, and Implications," International Journal of Learning and Development, Macrothink Institute, vol. 2(1), pages 499-508, February.
    • Handle: RePEc:mth:ijld88:v:2:y:2012:i:1:p:499-508
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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