Why should ELLs with disabilities who won’t do well be put through the emotional stress of taking a state or district test?
Assessments in standards-based systems serve a number of purposes: instructional planning; measuring school and district performance; providing an indicator for state, district, school, and student accountability. When the purpose is to measure the effectiveness of the school in helping all students—including ELLs with disabilities—reach high standards, then having these students participate in the assessment is important. Participation is important WHETHER OR NOT they have had the opportunity to learn those skills. Only by measuring “how well the system is doing” will we clearly identify and then fill the gaps in instructional opportunity that leave some ELLs with disabilities out. When the purpose of an assessment is to measure the progress of individual students, or to use the results for decisions about graduation or grade promotion, then full participation in the assessment is critical. At the same time, the system must make sure that ELLs with disabilities have access to opportun
Related Questions
- Why should English language learners who want to do well be put through the emotional stress of taking a state or district test?
- Why should students who won’t do well be put through the emotional stress of taking a state or district assessment?
- Should ELLs with disabilities participate in state and district assessments?
