The National Academies Press

Currently Skimming:

Introduction
Pages 1-4

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.

From page 1... ... Schools around the country have been struggling to keep up with the responsibility for educating sometimes rapidly shifting populations of students whose command of spoken and written English and previous academic preparation vary widely. This challenge is not a new one, of course, for a country that has been the destination of waves of immigrants from all over the world in the course of its history, but the specific responsibilities facing states and districts today are shaped by current perspectives and circumstances. Read the entire page →
From page 2... ... 1 At a time when educational testing is a factor with ever-increasing impact on students' lives and on the fates of schools, districts, teachers, and administrators, it is not surprising that questions about how and when to test English-language learners, and what to make of their test scores, have been some of the most vexing ones. In discussions of these issues, the Forum on Educational Excellence and Testing Equity identified five specific questions about considerations that affect the testing of Englishlanguage learners to explore at a workshop held in October 1999. Read the entire page →
From page 3... ... When the forum was converted in the spring of 2000 to a standing committee with expanded powers under NRC guidelines it took another look at the results of that workshop and identified some key messages from its findings. In the course of several meetings, the committee developed its thinking about the issues raised and identified recommendations it wanted to make to researchers, educators, policy makers, and test developers. Read the entire page →

From page 1...

... Schools around the country have been struggling to keep up with the responsibility for educating sometimes rapidly shifting populations of students whose command of spoken and written English and previous academic preparation vary widely. This challenge is not a new one, of course, for a country that has been the destination of waves of immigrants from all over the world in the course of its history, but the specific responsibilities facing states and districts today are shaped by current perspectives and circumstances.

Read the entire page →

From page 2...

... 1 At a time when educational testing is a factor with ever-increasing impact on students' lives and on the fates of schools, districts, teachers, and administrators, it is not surprising that questions about how and when to test English-language learners, and what to make of their test scores, have been some of the most vexing ones. In discussions of these issues, the Forum on Educational Excellence and Testing Equity identified five specific questions about considerations that affect the testing of Englishlanguage learners to explore at a workshop held in October 1999.

Read the entire page →

From page 3...

... When the forum was converted in the spring of 2000 to a standing committee with expanded powers under NRC guidelines it took another look at the results of that workshop and identified some key messages from its findings. In the course of several meetings, the committee developed its thinking about the issues raised and identified recommendations it wanted to make to researchers, educators, policy makers, and test developers.

Read the entire page →

Next Chapter Skim →

This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.

Introduction Pages 1-4

Introduction
Pages 1-4