TUDA

The George Washington University Center for Equity and Excellence in Education (GW-CEEE) recently completed a study under the sponsorship of the National Center for Education Statistics (NCES). The purpose of the study was to describe and analyze school-based decision-making practices relevant to the inclusion and accommodation of English language learners (ELLs) in the 2005 National Assessment of Educational Progress (NAEP), which was administered as part of the Trial Urban District Assessment (TUDA).

Decision-Making Practices of Urban Districts for Including and Accommodating English Language Learners in NAEP -- School-Based Perspectives [Date: January 31, 2007 | Format: PDF | Pages: 107]

Findings from the study on decision-making practices indicate nearly all of the decision makers sampled relied on ELL-responsive criteria when making decision about including ELLs in NAEP, but that nearly half of the decision makers sampled interpreted state or district assessment policy as requiring the use of criteria designed for students with disabilities (SD) for the provision of accommodations to ELLs.

Findings from this study suggest a number of ways for NAEP to support improved decision-making for including and accommodating ELLs. This support can be provided at three moments: prior to the pre-assessment visit, during the pre-assessment visit, and during test administration.

1. Train NAEP staff to recognize common areas of misinterpretation of NAEP guidelines.
2. Provide explicit guidance to school decision makers regarding principles of fair and appropriate testing for ELLs. Make explicit the distinction between the needs of ELLs and those of students with disabilities for participation in high stakes testing.
3. Include a summary of important principles and common areas of misinterpretation in the letter sent to schools along with the new NAEP guidelines prior to the assessment visit.
4. Collaborate with school decision makers during the pre-assessment visit to review their decision-making process. Explicitly guide decision-makers to align their decisions with principles of fair and appropriate assessment of ELLs.
5. Prior to the day of NAEP administration, ensure that there are enough test administration materials for students who will receive accommodations and enough personnel to administer the test.

For more information, contact project manager, Lynn Willner, Ph.D. at lwillner@ceee.gwu.edu.

Other Ongoing CEEE Projects:

National Institute for Literacy | WIDA Evaluation