High Stakes Testing: Issues, Implications, and Remedies for English Language Learners

By R. Solórzano. 2008

223 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c3df468c98ead88ebb940f08f103a85dbef032e9

How researchers see this paper

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

In Education

1. Margaret R. Burchinal
2. Marti Kinny
3. Sara E. N. Kangas
4. John P. Robinson
5. Thomas R. Tretter
6. Yasuko Kanno
7. Yuliya Ardasheva
8. J. D. Feyter

In Language and Linguistics

1. Marti Kinny
2. Sara E. N. Kangas
3. John P. Robinson
4. Thomas R. Tretter
5. Yasuko Kanno
6. Yuliya Ardasheva
7. J. D. Feyter
8. A. Winsler

Citations in the corpus

• English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “…use a combination of criteria for exiting students from current ELL status (e.g., academic achievement in core content areas plus ELP data; Solórzano, 2008), the district in this study made reclassification decisions based on measures of English proficiency only, not on academic content…”
• Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, background): “…quality of knowledge acquisition regardless of the amount of effort or time may be especially beneficial for school improvement initiatives designed to help low-achieving students and for students with disabilities who typically require more time to master important information (Solórzano, 2008).”
• NCLB and English Language Learners: Challenges and Consequences (2010, background): “Therefore, researchers argue that it is not valid to give ELLs an academic content test in English, and use the results for high-stakes decision making such as school evaluation or to determine high school graduation, grade promotion, and program placement ( Gandara & Baca, 2008 ; Menken, 2008 ; S”
• Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, background): “…in English as well as on English language proficiency assessments, with failure resulting in high-stakes consequences for individual schools (such as school closure and loss of federal funding) as well as for students (such as grade promotion and graduation) (Menken 2008; Solórzano 2008).”
• The Effects of Test Translation on Young English Learners’ Mathematics Performance (2010, background): “The use of (and even deference to) assessments in student promotion (Jacob, 2009) and tracking decisions (Robinson, 2010; Solórzano, 2007) means that these students will likely experience unnecessarily repeated content and inappropriately low track placement, which is associated with slower paced in”
• “I’m Not Going to Be, Like, for the AP” (2014, background): “previously, they confound students’ academic knowledge and English language proficiency (Abedi, 2004; Solano-Flores, 2008; Solórzano, 2008).”
• Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables (2014, background): “Additionally, lack of validated assessments xisting in L1, and the lack of bilingual norms for interpreting ssessment results have severely limited our understanding of the ypical developmental trajectories of DLL children across multiple omains of development (Barrueco, López, Ong, & Lozano, 2011; ”