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Addressing the inclusion of English ...

Christensen, Laurene L.

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Addressing the inclusion of English language learners in the educational accountability system: Lessons learned from peer review.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Addressing the inclusion of English language learners in the educational accountability system: Lessons learned from peer review./
Author:	Christensen, Laurene L.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0539.
Contained By:	Dissertation Abstracts International71-02A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3390989
ISBN:	9781109624595

Addressing the inclusion of English language learners in the educational accountability system: Lessons learned from peer review.
Christensen, Laurene L.

Addressing the inclusion of English language learners in the educational accountability system: Lessons learned from peer review. - 171 p.

Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0539.

Thesis (Ph.D.)--University of Minnesota, 2010.

This study investigated the inclusion of English language learners (ELLs) in state standards and assessments, as measured by comments made by peer reviewers in the federal evaluation of states' standards and assessments. As required by the Elementary and Secondary Education Act (ESEA), reauthorized in 2004 as No Child Left Behind (NCLB), states are required to develop challenging content standards in English language arts and mathematics, and to assess students on these standards. Nationwide, English language learners have been performing below proficient on these state tests. The goal of this study was to determine the elements of the standards and assessment system that peer reviewers thought could be addressed in order to improve the accessibility of these assessments for ELLs.

ISBN: 9781109624595Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Addressing the inclusion of English language learners in the educational accountability system: Lessons learned from peer review.
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100 1 $a Christensen, Laurene L. $3 1678705
245 1 0 $a Addressing the inclusion of English language learners in the educational accountability system: Lessons learned from peer review.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0539.
500 $a Adviser: Michael Paige.
502 $a Thesis (Ph.D.)--University of Minnesota, 2010.
520 $a This study investigated the inclusion of English language learners (ELLs) in state standards and assessments, as measured by comments made by peer reviewers in the federal evaluation of states' standards and assessments. As required by the Elementary and Secondary Education Act (ESEA), reauthorized in 2004 as No Child Left Behind (NCLB), states are required to develop challenging content standards in English language arts and mathematics, and to assess students on these standards. Nationwide, English language learners have been performing below proficient on these state tests. The goal of this study was to determine the elements of the standards and assessment system that peer reviewers thought could be addressed in order to improve the accessibility of these assessments for ELLs.
520 $a This dissertation employed two research methods: a frequency and distribution analysis of the peer comments relevant to ELLs across the seven Critical Elements of the peer review, and a thematic analysis of the comments, using inductive methods to establish themes.
520 $a The study found that comments relevant to assessing English language learners were present in all seven critical areas and in all states. All states had two or more critical elements with comments relevant to ELLs. Key themes from the qualitative analysis included accommodations, diverse stakeholders, reporting accuracy, inclusion, reporting for parents, migrant students, comparability of test forms, bias review, DIF analysis, and standards. States have begun to address the inclusion of ELLs in statewide standards and assessments; however, state agency personnel have more work to do in these areas before assessments can be seen to be fully accessible to ELLs.
590 $a School code: 0130.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Policy. $3 1669130
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710 2 $a University of Minnesota. $b Educational Policy and Administration. $3 1035320
773 0 $t Dissertation Abstracts International $g 71-02A.
790 1 0 $a Paige, Michael, $e advisor
790 1 0 $a Jacobs, Walt $e committee member
790 1 0 $a Walker, Constance $e committee member
790 1 0 $a Brown, Kimberley $e committee member
790 $a 0130
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3390989