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Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
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APPENDIX

A

Workshop Agenda and Participants

INCLUSION, ACCOMMODATION, AND REPORTING FOR ENGLISH-LANGUAGE LEARNERS IN STANDARDS-BASED REFORM

October 14-16, 1999

SRI International

Menlo Park, California

States and districts across the nation are pressing for rigorous standards of learning and for large-scale assessments that measure the progress of all students toward high levels. However, students for whom English is a second language often are excluded from standards-based assessment programs. Such exclusions can call into question the assessment results of schools and jurisdictions. Differential exclusion rates can also lead to invalid comparisons across states and among districts. Most importantly, exclusion removes English-language learning students from accountability systems and may threaten their access to the full benefits of educational reform.

This workshop is designed to review current research and practice on the inclusion and accommodation of English-language learning students in standards-based reform. Participants will discuss the social policy goals, legal protections, standard and assessment practices, and the outcomes of high-stakes tests for English-language learning students and for their schools.

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

Thursday, October 14, 1999

8:30-8:45

Welcome and Introductions

Ulric Neisser, Cornell University

Forum Co-Chair

William Trent, University of Illinois

Forum Co-Chair

Dennis Beatrice, SRI International

8:45-9:45

Population Characteristics, Social Goals, and Educational Treatments for English-Language Learning Students

Moderator—James Kadamus,

NY State Department of Education

Kenji Hakuta

Stanford University

  • What terminology is used to designate students for whom English is a non-native language?

  • What are the language backgrounds and family characteristics of these students?

  • What social and educational goals have been articulated for English-language learning students in American schools?

  • What are the educational backgrounds and what is the character and quality of the educational services provided to English-language learners?

9:45-10:15

Discussion

10:15-10:30

Break

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
 

Current Policy and Practice on the Inclusion and Accommodation of English-Language Learning Students

10:30-11:30

Charlene Rivera

GWU Center for Equity and Excellence in Education

  • What criteria are used to determine whether English-language learners are included in state testing programs?

  • How long are English-language learners exempted from state assessment programs?

  • What accommodation strategies do states use (modifications of tests and testing procedures)?

  • Do states prohibit provision of specific accommodations?

  • What criteria are used to determine individual accommodations?

  • Who makes decisions about individual accommodations?

  • What domains are addressed (subject-matter knowledge, native language and literacy, English language and literacy, cognitive abilities)?

  • What assessment purposes are being served (instructional planning, system-level monitoring and accountability, program placement or exit)?

11:30-12:00

Discussion

12:00-12:45

Lunch

 

Recent Research and Recommendations on the Inclusion and Accommodation of English-Language Learners

Moderator—Jay Heubert, Columbia University

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

12:45-2:15

Research on Inclusion, Accommodation, and Reporting for English-Language Learners

Jamal Abedi

University of California Los Angeles, CRESST

Inclusion and Testing of Limited-English-Proficient Students in Large-Scale Assessment

Richard Duran

University of California, Santa Barbara

Findings of the NRC Committee on Title I Testing

Ursula Casanova

Arizona State University

  • What inclusion and accommodation practices for English-language learners are best supported by research?

  • What domains are well addressed by current measures (assessment of subject-matter knowledge, native language and literacy, English language and literacy, cognitive abilities)?

  • What assessment purposes are well served by current methods (instructional planning, system-level monitoring and accountability, program placement or exit)?

  • What is known about the validity of score interpretations for English-language learning students in standards-based testing?

  • What are the most pressing development and research questions?

2:15-2:45

Discussion

2:45-3:00

Break

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

3:00-3:45

Inclusion and Accommodation for Students with Disabilities

Martha Thurlow

University of Minnesota

  • What do we know about the inclusion and accommodation of students with disabilities in standards-based reform?

  • Do these practices hold promise for the education and assessment of English-language learning students?

3:45-4:30

Federal Protections for English-Language Learning Students

Moderator—Diana Pullin, Boston College

William Taylor

Board on Testing and Assessment

Arthur Coleman

U. S. Department of Education

  • What federal protections are provided to English-language learning students under Titles I and VI?

  • What other federal initiatives seek to ensure that the rights of these students are protected?

4:30-5:30

Reactors:

Charles Glenn

Boston University

Rebecca Zwick

University of California, Santa Barbara

5:30-6:00

Discussion

6:00

Adjourn

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

Friday, October 15, 1999

8:30-9:15

Federal Initiatives for English-Language Learning Students

Moderator—Ulric Neisser, Cornell University

Judith Johnson

U. S. Department of Education

Rebecca Kopriva

U. S. Department of Education

  • What federal initiatives seek to promote the educational opportunities of English-language learning students?

9:15-10:45

State and Local Assessment of English-Language Learning Students

Moderator—Diana Lam,

Providence School Department

Roseanne DeFabio

New York State Department of Education

Sonia Hernandez

California Department of Education

Merv Brennen

Illinois State Department of Education

  • How are English-language learning students identified in the jurisdiction?

  • To what content and performance standards are English-language learning students and their schools held accountable?

  • What educational treatments are available to these students?

  • For what purposes (instructional planning, system-level

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

monitoring and accountability, program placement or exit) and in what assessment domains (subject-matter knowledge, native language and literacy, English language and literacy, cognitive abilities) are English-language learning students tested in the jurisdiction?

  • What are the policies and procedures for inclusion?

  • What accommodations are offered?

  • What happens to excluded students?

  • How does the testing program report scores for individuals and groups?

  • How do English-language learning students and their schools fare in standards-based testing in the jurisdiction?

  • What is known about the validity of score data for English-language learning students?

10:45-11:00

Break

11:00-12:30

State and Local Assessment of English-Language Learning Students (Continued)

Maria Seidner

Texas Education Agency

Mary Ramirez

Philadelphia School District

Adel Nadeau

San Diego County Office of Education

12:30-1:15

Lunch

1:15-1:45

Discussion

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

1:45-2:15

Commercial Testing Practices for English-Language Learning Students

Moderator—Henry Levin, Columbia University

Maureen Grazioli

Riverside Publishing, ITBS

Margaret Jorgensen

Harcourt Educational Measurement, Stanford 9

Edward DeAvila

CTB/McGraw-Hill, TerraNova

2:15-3:15

Reactors:

Martin Carnoy

Stanford University

Marion Joseph

California Board of Education

3:15-3:45

Discussion/ Adjourn

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

WORKSHOP PARTICIPANTS

JAMAL ABEDI, University of California, Los Angeles, CRESST, presenter

DENNIS BEATRICE, SRI International

ALEXANDRA BEATTY, National Research Council

MERV BRENNAN, Illinois State Department of Education, presenter

MARTIN CARNOY, Stanford University, presenter

URSULA CASANOVA, Arizona State University, presenter

ARTHUR COLEMAN, Office for Civil Rights, U.S. Department of Education, presenter

EDWARD DEAVILA, CTB/McGraw-Hill, presenter

SHASHIKALA DEB, Cooley, Godward, LLP

ROSEANNE DEFABIO, New York State Department of Education, presenter

RICHARD DURAN, University of California, Santa Barbara, presenter

MICHAEL FEUER, National Research Council

CHARLES GLENN, Boston University, presenter

NORMAN GOLD, California Department of Education

MAUREEN GRAZIOLI, Riverside Publishing, presenter

KENJI HAKUTA, Stanford University, presenter

LARRY HEDGES, University of Chicago

SONIA HERNANDEZ, California Department of Education, presenter

JAY HEUBERT, Teachers College, Columbia University

CAROLYN HOFSTETTER, Policy Analysis for California Education

EUGENE JOHNSON, American Institutes for Research

JUDITH JOHNSON, Office of Elementary and Secondary Education, U.S. Department of Education, presenter

MARGARET JORGENSEN, Harcourt Educational Measurement, presenter

MARION JOSEPH, California Board of Education, presenter

JAMES KADAMUS, New York State Department of Education

REBECCA KOPRIVA, U.S. Department of Education, presenter

DIANA LAM, Providence School Department, Rhode Island

HENRY LEVIN, Teachers College, Columbia University

GOODWIN LIU, U.S. Department of Education

BARBARA MEANS, SRI International

KAREN MITCHELL, National Research Council

ADEL NADEAU, San Diego County Office of Education, presenter

ULRIC NEISSER, Cornell University

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×

JAMES PELLEGRINO, Stanford University

DIANA PULLIN, Boston College

MARY RAMIREZ, Philadelphia School District, presenter

CHARLENE RIVERA, GWU Center for Equity and Excellence in Education, presenter

PETER SCHRAG, University of California, Berkeley

MARIA SEIDNER, Texas Education Agency, presenter

PATRICK SHIELDS, SRI International

ED SLAWSKI, Harcourt Educational Measurement

JIM STACK, San Francisco Unified School District

GWEN STEPHENS, California Department of Education

DAVID SWEET, U.S. Department of Education

WILLIAM TAYLOR, Attorney at Law, Board on Testing and Assessment, presenter

MARTHA THURLOW, University of Minnesota, presenter

JOHN TOBIN, Siemens Corporation, New York

WILLIAM TRENT, University of Illinois, Urbana-Champaign

REBECCA ZWICK, University of California, Santa Barbara, presenter

Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 33
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 34
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 35
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 36
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 37
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 38
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 39
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 40
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 41
Suggested Citation:"Appendix A." National Research Council. 2000. Testing English-Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/9998.
×
Page 42
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The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations.

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