Abstract
In recent years, there has been much discussion about the role of language minority students in state assessments. The vast majority of states surveyed have dealt with the issue by exempting language minority students, with forty-four of forty-eight states exempting limited English proficient (LEP) students from one or more assessments, and more than half (27 of 44) routinely exempting LEP students from state assessments altogether (Rivera et al., 1997). Rivera and Vincent (1997) have questioned the wisdom of this policy. They argue that if LEP students are meant to attain the same high performance standards as their monolingual counterparts, they should be included in state assessments as well. Instead of excluding LEP students from assessments, they argue that states should make judicious use of accommodations that are specially designed with these students' linguistic needs in mind.
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