Abstract
Within the context of accountability for US schools, standardized achievement tests are being used for increasingly `high stakes' decisions for all students including those for whom English is a second language, even when their English language skills are not adequate for the task. This article discusses approaches to the standardized assessment of content knowledge for English language learners (ELLs),1 including testing in the student's first language, the use of test accommodations, and measuring growth in English as an alternative for accountability until student control of English is sufficient to assure validity of test scores. Limitations of current research on the use of standardized content assessments with ELLs are presented and alternative approaches suggested.
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