Education Assistance Could Help States Better Measure Progress of Students with Limited English Proficiency: GAO

The U.S. General Accounting Office released a report last week focusing on the academic achievement of students with limited English proficiency as it relates to NCLB-LMCB. Click here for the report.

An excerpt from the report’s abstract:

In nearly two-thirds of 48 states for which we obtained data, students with limited English proficiency did not meet state proficiency goals for language arts or mathematics in school year 2003-2004. Further, in most states, these students generally did not perform as well as other student groups on state mathematics tests for elementary students. Officials in our five study states reported taking steps to follow generally accepted test development procedures to ensure the validity and reliability of academic tests for these students. However, our group of experts expressed concerns about whether all states are assessing these students in a valid manner, noting that some states lack technical expertise. Further, Education’s completed peer reviews of assessments in 38 states found that 25 states did not provide adequate evidence of their validity or reliability. To improve the validity of these test results, most states offer accommodations, such as a bilingual dictionary. However, our experts reported that research is lacking on what accommodations are effective in mitigating language barriers.

E.C. 🙂


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