State Assessment Score Reporting Practices for English Learner Parents

Abstract

AbstractThis study sought to investigate how states communicate results for academic achievement and English language proficiency (ELP) assessments to parents who are English learners (EL). This objective was addressed by evaluating: (a) whether score reports and interpretive guides for state academic achievement and ELP assessments in each state were translated for EL parents; and (b) if so, whether recommended score reporting guidelines were followed in practice. Results demonstrated that for state achievement tests, 29 states had translated score reports and 28 had translated interpretive guides. Nearly every state translated these materials for their ELP assessments in a wide variety of languages. Across ELP and state achievement assessments, most states were found to limit statistical jargon, utilize figures/graphics to communicate test results, and include follow‐up information for parents, which represent improvements observed in prior reviews. However, states rarely provided personalization, statements on intended score use, a student's score history, or a direct link to their interpretive guide in their score reports. Recommendations on making score reports and interpretive guides more accessible and interpretable for EL parents are discussed.