Including English Language Learners with Disabilities in Large-Scale Assessments: A Case Study of Linguistically-Diverse Populations. ELLs with Disabilities Report 14

Autor/inn/en	Minnema, Jane E.; Thurlow, Martha L.; VanGetson, Gretchen R.; Jimenez, Rene
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Washington, DC.
Titel	Including English Language Learners with Disabilities in Large-Scale Assessments: A Case Study of Linguistically-Diverse Populations. ELLs with Disabilities Report 14
Quelle	(2006), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Second Language Learning; Outcomes of Education; Educational Objectives; Disabilities; English (Second Language); Limited English Speaking; Measurement; Federal Legislation; Urban Schools; Elementary Secondary Education; Interviews; Surveys; Creoles; Translation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Handicap; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Messverfahren; Bundesrecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Kreole
Abstract	The National Center on Educational Outcomes (NCEO) has for the past four years conducted research on large-scale assessment and instructional issues for English language learners (ELLs) with disabilities, but neither NCEO's research nor any other research study has yet described large-scale assessment experiences at the local school level for English language learners with disabilities. This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. Specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to describe the characteristics of ELLs with disabilities as well as the characteristics of their schools, and to make known the level of awareness that students and their families have about large-scale assessments. Four research questions guided this study: (1) What perceptions do educators, parents, and students have about the experiences of English language learners with disabilities who participate in large-scale assessments? (2) How are English language learners with disabilities performing in large-scale assessments? (3) How are participation decisions made to test English language learners with disabilities in large-scale assessments? and (4) What are the characteristics of schools that test English language learners with disabilities in large-scale assessments? A number of striking trends emerged highlighting important aspects of these students' inclusion in large-scale assessments. Each trend, along with supporting evidence, is presented. The survey instruments are appended. (Contains 8 tables and 7 figures.) (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10