English-Learners & Immigrants

California Launches New ELL Assessment

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints

California schools began this month to administer a new assessment in Spanish for English-language learners, but the test will not be used for accountability purposes under the No Child Left Behind Act.

Deb Sigman, the assessment director for the California Department of Education, said the state board of education would have to authorize the state to use a Spanish-language test to calculate adequate yearly progress for some English-language learners under the federal education law.

“It’s kind of up in the air because the No Child Left Behind Act will be reauthorized at some point,” she said. “We don’t know what that reauthorization will look like and what will be called for in terms of native-language assessments.”

Jan Chladek, the administrator for standardized assessment and reporting for the state education department, said the new test—called the Standards-based Test in Spanish—assesses students in reading, language arts, and mathematics and replaces an off-the-shelf test, Aprenda III, that is not aligned to California standards. The new test is being given only to English-language learners who have attended U.S. schools for less than a year or who are receiving instruction in Spanish. This spring, more than 102,000 students in grades 2, 3, and 4, are expected to take the test. Eventually, it will be phased in for students in grades 2-11.

Under the NCLB law, all states must test English-language learners in reading, writing, listening, and speaking in English. California has an oral-skills test for all grades, but hasn’t yet developed a test that assesses the reading and writing skills of children in kindergarten and 1st grade.

Ms. Sigman said the state legislature, concerned about what it views as an added burden on children, twice has rejected bills that would permit the education department to create such a test.

The federal government has put special conditions on its grant money for English-language learners, said Cathy George, a consultant for English-learners for the state education department.

See Also
See other stories on education issues in California. See data on California's public school system.
For background, previous stories, and Web links, read Assessment and English-Language Learners.

Vol. 26, Issue 29, Page 11

Published in Print: March 28, 2007, as California Launches New ELL Assessment

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >