State Policies for Standardized Achievement Testing of Limited English Proficient Students

Findings from a state survey about practices in testing students of limited English proficiency (LEP) confirm a general lack of policies and guidelines relating to the standardized achievement testing of LEP students. Concern for LEP students in testing may reflect a general interest in bilingual ed...

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Bibliographic Details
Published inEducational measurement, issues and practice Vol. 11; no. 4; p. 18
Main Authors Lam, Tony C. M, Gordon, Wayne I
Format Journal Article
LanguageEnglish
Published 01.12.1992
Subjects
Achievement Tests
Administrator Role
Bilingual Education
Educational Policy
Elementary Secondary Education
Government Role
Guidelines
Limited English Speaking
Policy Formation
Standardized Tests
State Government
State Programs
Testing Programs
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Summary:Findings from a state survey about practices in testing students of limited English proficiency (LEP) confirm a general lack of policies and guidelines relating to the standardized achievement testing of LEP students. Concern for LEP students in testing may reflect a general interest in bilingual education. (SLD)
Bibliography:Based on paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).
ISSN:0731-1745
DOI:10.1111/j.1745-3992.1992.tb00258.x