This sampler of student responses to mathematics and science items was assembled to show how student responses differ depending on whether students are tested in English or in their native languages. The sampler aims to promote awareness among teachers and assessment developers that low language proficiency in English is a factor that can penalize the scores of English learners in science and mathematics assessment. The document consists of 5 parts. Part 1 describes the approach used to develop the sampler. Part 2 presents a summary discussion of the quantitative and qualitative analyses showing the degree of concurrence in teacher ratings of students responses within the same language and across languages. Part 3 discusses the implications of the results and offers recommendations, and part 4 presents suggested exercises designed to promote the use of the sampler as a professional development tool. Part 5 shows the student work samples. A total of 124 students and 8 teachers participated in this project. Four open-ended science items and 3 open-ended mathematics items from the National Assessment of Educational Progress were selected, and 3 native languages, Spanish, Chinese, and Haitian-Creole, are represented. Five appendixes discuss the scales used, scoring rubrics, data analyses, and sampler development. (Contains 19 references.) (SLD)