Skip to main content
  • About Us
  • Careers
  • Contact

Search form

American Institutes for Research

  • Our Work
    • AIR Assessment
    • Education
    • Health
    • International
    • Workforce
    • ALL TOPICS >
  • Our Services
    • Student Assessment
    • Research and Evaluation
    • Policy, Practice, and Systems Change
  • Our Experts
  • News & Events

You are here

  • Home
1 Dec 2006
Report

State Implementation of NCLB Policies and Interpretation of the NAEP Performance of English Language Learners

The number of students classified as ELL in the 50 states and the District of Columbia has grown significantly over the past decade. This report outlines a number of critical issues that should be addressed in order to allow states to explore and understand relationships between the performance of ELL students on NAEP and on state assessments in this policy context. The results of this study can be useful to a variety of education stakeholders who are interested in improving the utility of NAEP for examining the performance of ELL students.

The measurement context is also complex. NAEP and state assessments in reading and mathematics are not developed for exactly the same purposes, and they do not have exactly the same measurement properties. As will be discussed in this report, attention to a formal statistical study of the relationships between ELL scores on NAEP and state assessments will help to inform the validity rationale underlying attempts to compare results across these assessments. In order to enhance the discussion and make concrete the issues under investigation, this report briefly reviews both provisions for ELL participation in NAEP and NCLB provisions for ELL assessment. In addition, the results of an exploration of NCLB policies and practices in four states (California, New York, Texas and Washington) are examined. Exploration of issues for the four target states helps illustrate key validity challenges faced by states as they consider investigation of relationships between NAEP scores and state assessment scores for ELLs under NCLB for their individual state.

Finally, consideration is given to next steps that the NAEP program might take to improve states’ use of NAEP scores as part of their analysis of progress in attaining NCLB goals.

PDF icon State Implementation of NCLB Policies and Interpretation of the NAEP Performance of English Language Learners

Related Projects

Project

NAEP Validity Studies (NVS) Panel

AIR formed the NAEP Validity Studies Panel in 1995 under contract with the National Center for Education Statistics. The panel provides a technical review of NAEP plans and products and identifies technical concerns and promising techniques worthy of further study and research.

Further Reading

  • An Investigation of Factors Affecting SD/LEP Inclusions/Exclusions in NAEP
  • Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress
  • NAEP Validity Studies (NVS) Panel
  • ESSA │Assessment
  • ESSA │English Language Learners (ELLs)
Share

Topic

Education
English Language Learners
NAEP

RESEARCH. EVALUATION. APPLICATION. IMPACT.

About Us

About AIR
Board of Directors
Leadership
Experts
Clients
Contracting with AIR
Contact Us

Our Work

AIR Assessment
Education
Health
International
Workforce

Client Services

Student Assessment
Research and Evaluation
Policy, Practice, and
Systems Change

News & Events

Careers at AIR


Search form


 

Connecting

FacebookTwitterLinkedinYouTubeInstagram

American Institutes for Research

1000 Thomas Jefferson Street, NW
Washington, DC 20007
Call: (202) 403-5000
Fax: (855) 459-6213

Copyright © 2019 American Institutes for Research®.  All rights reserved.

  • Privacy Policy
  • Sitemap