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Bilingual, Multilingual, and Multicultural Education Commons™
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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco
Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco
Kathryn Brooks
Indiana’s current test-based accountability system grew, in part, out of decades of federal-level educational reform initiatives. This article reviews the history of Indiana’s test-based accountability system for schools and details how the system calculates evaluative ratings for Indiana teachers and schools. Additionally, the article analyzes how the Indiana accountability system contradicts what is known about appropriate measurement of English language learners and lists psychometric and validity concerns such as valid assessment, non-random assignment, norming groups, and ceiling/bottom effects. This article calls for a system in which multiple assessments offer rich data for school and teacher evaluations.
Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond
Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond
Doctoral Dissertations
Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one state, …
Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco
Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco
Brooke Kandel-Cisco
Indiana’s current test-based accountability system grew, in part, out of decades of federal-level educational reform initiatives. This article reviews the history of Indiana’s test-based accountability system for schools and details how the system calculates evaluative ratings for Indiana teachers and schools. Additionally, the article analyzes how the Indiana accountability system contradicts what is known about appropriate measurement of English language learners and lists psychometric and validity concerns such as valid assessment, non-random assignment, norming groups, and ceiling/bottom effects. This article calls for a system in which multiple assessments offer rich data for school and teacher evaluations.