High-Stakes Testing and English Language Learners: Questions of Validity

By E. Mahon. 2006

86 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6abdc53a690a23122be2356e42a2d0c1848daf5b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Marti Kinny
2. Thomas R. Tretter
3. Yuliya Ardasheva
4. R. Solórzano

In Education

1. Marti Kinny
2. Thomas R. Tretter
3. Yuliya Ardasheva
4. R. Solórzano
5. Kate Menken

Citations in the corpus

• English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “Lee and Schallert (1997) found that high school students' L2 proficiency accounted for a substantially larger proportion of variance in L2 reading performance than did L1 reading ability (56% and 30%, respectively), 4 and similar results were found for elementary ELLs by Mahon (2006).”
• High Stakes Testing: Issues, Implications, and Remedies for English Language Learners (2008, methodology): “In one case, Mahon (2006) found that the scores on the WMLS were related to the Colorado Student Assessment Program (CSAP) tests.”