This article discusses the issues and implications of high stakes tests onEnglish language learners (ELLs). As ELLs are being included in all high stakes assessments tied to accountability efforts (e.g., No Child Left Behind), it is crucial that issues related to the tests be critically evaluated relative to their use. In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. Based on the synthesis of the literature, the author concludes that high stakes tests as currently constructed are inappropriate for ELLs, and most disturbing is their continued use for high stakes decisions that have adverse consequences. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.
The underrepresentation of Chicanos at each point in the educational and professional pipeline has resulted in both a talent loss to society and a loss of important role models for the next generation of Chicano students who aspire to educational and professional careers. This article (a) explores the educational conditions and related outcomes of Chicanos from elementary school through college, (b) examines the theoretical models used to explain the low achievement and attainment of Chicanos in elementary and secondary schools, and (c) investigates two precollege intervention models called the Effective Schools and Accelerated Schools programs and adapts them for use with Chicano students. The issues are discussed in light of their policy implications for the education community in general and the Chicano community specifically. The prospects for further research are also discussed.
The present volume begins to examine the many issues related to adult literacy and identifies some promising practices taken from the literature via reports, evaluations, books, articles, etc. Special issues of teaching adults were addressed such as instructional theories of pedagogy and andragogy or the use of teaching methods and materials developed for children versus those developed or appropriate for adults. Incorporating adult learners' goals into the instructional program was discussed as an important feature in adult literacy programs. Related to this point is the importance of recognizing and understanding learners' perceptions of reading and writing and how this might explain why adults are having problems in these areas. The review acknowledges the use of teaching approaches that center on phonics, whole‐language, or a combination of the two. Data point out that the language experience approach (LEA) is a popular instructional method as are variations of this approach that emphasize community awareness and problem solving strategies. Non‐English speaking adults present a special challenge to literacy providers. Identifying literacy‐related strengths that limited‐English proficient adults bring to the instructional setting in their native language can be advantageous to subsequent English literacy acquisition. Finding relevant adult instructional materials remains a problem area in instructional approaches. “Real‐life” type of materials that represent adult literacy demands are viewed more favorably than skills/drills‐based types. Most adult literacy programs were dissatisfied with current assessment instruments – but used some commercially developed standardized test, usually to satisfy a funding source. Linking assessment to instructionally relevant materials remains the basic problem. Although the purpose of the test should be well‐understood while interpreting learner progress, linking assessment to instruction is a significant curriculum factor. New assessments that emphasize “real‐life” tasks, and contain materials that emphasize problem solving or cognitive skills show particular promise. Some programs were experimenting with alternative forms of evaluating learner progress by monitoring changes in learners' attitudes, literacy habits, and goal attainment. Program evaluation was identified as integral to overall program operations. The literature noted that leadership qualities of adult literacy program managers included the willingness to conduct or provide for such evaluations. Outreach and recruitment efforts that emphasized the different nature of the literacy program to adults appeared to keep learners longer. Providing support services ranging from transportation to counseling also helped retain learners. The timing of support services was an important factor as well. Leadership qualities are considered an important characteristic for program managers. Diversifying funding sources, monitoring program operations, and proving the “glue” to keep personnel working towards program goals...
This study sought to describe effective computer in-service programs and to identify the components that contributed to their effectiveness. An Advisory Committee identified eight school districts from across the country that appeared to be providing outstanding computer training for teachers. Case studies of these eight model districts were conducted in which computer coordinators, trainers and teachers were interviewed and in-service classes were observed.The data analysis focused on five issues. First, the outcomes of the in-service classes were examined, including the knowledge and skills acquired by teachers concerning computers, their use of computers in instruction and the impact of computer use on students. This information helped to establish the degree to which the eight districts provided models of good computer in-service training. Second, the in-service delivery systems were described and effective instructional practices were identifed. Third, teacher characteristics were examined and relationships between teacher characteristics and outcomes were explored. Organizational context was the fourth issue to be reviewed, and a number of context variables were identified that were related to program effectiveness. Finally, a few unanticipated factors that helped to explain in-service results were identified. ACKNOWLDEGEMENTSWe would like to express our appreciation to the many people who assisted in this project. Foremost among this group were the staff members of the eight school districts. Interviews were conducted with dozens of administrators, trainers, and teachers, who gave willingly of their time and spoke candidly about their own experiences with educational computing.In particular, we would like to thank the computer administrators in the districts who coordinated our site visits and offered their own knowledge and insight about computer in-service training. We are grateful for the cooperation of
The ubiquitous use of high stakes tests in K-12 schools in the United States has a deleterious effect on students of color (e.g., Black and Latino). Punitive policies related to test outcomes, such as retention and graduation, have been particularly damaging. In fact, the historical use of tests has been linked to exclusionary and racist motives resulting in discriminatory practices in college admissions while leading to genetic and cultural deficit theories to explain low achievement for students of color. The legacy of these early uses of tests has maintained its adverse presence in today’s educational landscape. National data on grade retention, high school dropout rates, and achievement indicate that students of color are disproportionately penalized by school-based policies resulting in an unequal educational experience. Unfortunately, these trends have been persistent reflecting achievement gaps between White and Asian students and Latino and Black students, and where, in most cases, no meaningful progress in eliminating these gaps has been made. English learners are particularly harmed by these policies and tests since language and opportunity to learn (OTL) concerns persist. Trends of low achievement are attributed to poorly resourced schools, cultural deficit theories employed by school personnel, and the invalid use of tests. Schools could serve students better by employing a curriculum and instruction that is culturally and linguistically relevant, that integrates communities and schools to critically analyze their educational and social-political status and agency thus empowering both for lasting change. Furthermore, teachers need to be empowered to be instructional leaders who critically evaluate their curriculum and instruction so as to educate and liberate students of color.
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