A number of states have created policies that tell school districts how to apply test scores from English-language-proficiency tests when deciding if English-language learners should leave special programs. States developed new English-proficiency tests, which measure students’ progress in reading, writing, speaking, and listening, to comply with the No Child Left Behind Act. The tests are also intended to assess students’ knowledge of “academic English"—the language of school.
Read about the new wave of state policies in “States Seeking Proper Balance in Use of ELL Test Scores,” which I wrote for this week’s issue of Education Week.
A version of this news article first appeared in the Learning the Language blog.