2007 CREATE Conference

Academic Language and Content:
A Focus on English Language Learners in the Middle School

Assessment, Accountability, and Instruction for
ELLs Under NCLB

Dr. David J. Francis
Texas Institute of Measurement, Evaluation, and Statistics
University of Houston

 

Presented Monday, October 1, 2007
2007 CREATE Conference
Oak Brook, IL

 

Presentation

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Handouts

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Recommended Readings

These readings were suggested as background to this presentation or cited within it.

Abedi, J., & Leon, S. (1999). Impact of students’ language background on content-based performance: Analyses of extant data. University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Abedi, J., Leon, S., & Mirocha, J. (2003). Impact of students’ language background on content-based assessment: Analysis of extant data (CSE Tech. Rep. No. 603). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Abedi, J., Lord, C., Hofstetter, C., & Baker, E. (2000). Impact of accommodation strategies on English language learners' test performance. Educational Measurement: Issues and Practice, 19(3), 16–26.

Abedi, J., Lord, C., & Plummer, J. (1997). Final report of language background as a variable in NAEP mathematics performance (CSE technical report 429). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Available at http://research.cse.ucla.edu/Reports/TECH429.pdf

American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). (1999). Standards for educational and psychological testing. Washington, D.C.

Bailey, A.L. (2005). Test review: Cambridge young learners English (YLE) tests. Language Testing, 22(2), 1-11.

Butler, F.A., & Castellon-Wellington, M. (2000/2005). Students’ concurrent performance on tests of English language proficiency and academic achievement. In J. Abedi, A. Bailey, F. Butler, M. Castellon-Wellington, S. Leon, & J. Mirocha (Eds.), Validity of administering large-scale content assessments to English language learners: An investigation from three perspectives (CSE Tech. Rep. No. 663). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Available at http://www.cse.ucla.edu/products/reports/r663.pdf

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for the use of accommodations in large-scale assessments. (Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Available at http://www.centeroninstruction.org/files/ELL3-Assessments.pdf

Francis, D. J., & Rivera, M. O. (in press). Principles underlying English language proficiency tests and academic accountability for ELLs. In J. Abedi (Ed.), English language proficiency assessment in the nation: Current status and future practice. National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Forthcoming at http://www.cse.ucla.edu/products/reports.asp

Kadamus, J. (February 24, 2005) Update on performance of limited English pProficient/English language learners (LEP/ELLs) and implementation plan for strategies to improve performance. Available at
http://www.regents.nysed.gov/2005Meetings/March2005/0305emscvesidd4.html

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