CRESST studies focus on the assessment of quality education. Its current studies of language issues look specifically at the linguistic features of NAEP items and how they may affect the performance of students with background in languages other than English (e.g., see Abedi et al., 1995; Shepard, 1996).
The goal of these research activities is to provide tools for policymakers, educators, and community members looking to develop strategies for designing and evaluating services for English-language learners. One report summarizes findings from a national survey of state assessment directors on the prevalence and use of assessments, modifications in assessments, and exemption of English-language learners from assessment programs (Rivera et al., 1997). Another report documents data from the GWU/CEEE and SSAP Council of Chief State School Officers/NCREL surveys on assessment policies for English-language learners in states requiring a test for high school graduation (Rivera and Vincent, 1997).
A 1997 report of the National Research Council and the Institute of Medicine contributes to the understanding of the education of English-language learners, reviews methodologies used, discusses assessment issues, and makes recommendations regarding future research in order to inform policy and practice (National Research Council and Institute of Medicine, 1997). See also National Research Council (1999).
Abedi, J., C. Lord, and J. Plummer 1995 Language Background as a Variable in NAEP Mathematics Performance. National Center for Research on Evaluation, Standards, and Student Testing. Los Angeles: University of California at Los Angeles.
American Educational Research Association, American Psychological Association, and National Council on Measurement in Education 1985 Standards for Educational and Psychological Testing. Washington, DC: American Psychological Association.
1998 Draft Standards for Educational and Psychological Testing. Washington, DC: American Psychological Association.