Assessment

Editorial: ELLs Are Not Served Well by Current Testing Practices

By Mary Ann Zehr — August 04, 2009 1 min read

The unintended consequences of high-stakes testing and accountability systems for English-language learners outweigh any benefits that standardized tests might have for such students, Marcelo Suarez-Orozco and Carola Suarez-Orozco argue in a on-line collection of commentaries on standardized testing published by the New York Times this week. The two are co-directors of the immigration studies program at New York University.

The significant increase of test scores in New York City each year over the last seven years on the state of New York’s mathematics and reading tests is the backdrop for the discussion, “What Do School Tests Measure?”

A version of this news article first appeared in the Learning the Language blog.