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
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
