Including Students with Limited English Proficiency in Large-Scale Assessments: Summary of Current and Ongoing Research Activities
This appendix is a catalogue of the projects summarized and described in more detail in Olson and Goldstein (1997:44–58).
National Center for Education Statistics (NCES)
This research program proposes to examine issues around the participation of English-language learners in large-scale assessments, including the National Assessment of Educational Progress (NAEP). The following is a list of these activities.
- NCES Conference on Inclusion Guidelines and Accommodations for Limited English Proficient Students in NAEP. This report summarizes the results from a conference on the inclusion of English-language learners in assessments. Many issues are raised including possible modifications in NAEP administration procedures and the need to develop a set of guidelines and accommodations to promote increased participation of English-language learners in NAEP (National Center for Education Statistics, 1996).
- Working Paper on Assessing Students with Disabilities and Limited English Proficiency. This NCES working paper describes the current state of NCES policies that resulted in the exclusion of some students from NCES assessments, as well as concerns about data validity, assessment modifications, and the inclusion of English-language learners (Houser, 1995).
Office of Bilingual Education and Minority Languages Affairs (OBEMLA)
The Office of Bilingual Education and Minority Languages Affairs provides funding for research on the education of language minority students. Some of its activities include grants to various agencies and services, including the National Clearinghouse for Bilingual Education, which collects, analyzes, synthesizes, and disseminates information on studies of assessment and performance of English-language learners.