Data systems that use monolingual language frameworks to understand the reading achievement of third-grade students provide inadequate information about emerging bilingual (EB) learners. The authors of this research study apply two competing ideologies (parallel monolingualism and holistic bilingualism) to interpret one set of data. Their findings demonstrate that the same set of scores tells an entirely different story depending on the frames of reference and that these differences are statistically significant. Specifically, they use their analyses to problematize the impact of the Colorado Basic Literacy Act (CBLA) on the categorization of third-grade EB learners. Generalizing from the Colorado data, the authors consider the implications of their findings in a national context of increasing numbers of bilingual learners. Finally, they offer suggestions for site-based school district responses and broader state level policy implications by highlighting one school district's response to their findings. KeywordsBilingual, ESL, biliteracy, assessment, diagnosis, at risk, struggling, diversity, minority, SES issues There are two fundamentally divergent paradigms that drive the discussion about how best to assess bilingual students' competencies. The core difference is whether or not a person who lives life regularly through two languages should be compared with monolingual speakers of either language or should be considered a fundamentally

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