ERIC Number: EJ1387354
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: EISSN-1523-5890
Available Date: N/A
Current Nationwide Practices in U.S. Test Accommodations for Active Bilingual Learners/Users of English (ABLE) Students
Huenergarde, Morgan C.; Floyd, Randy G.; Harris, Bryn
Bilingual Research Journal, v45 n3-4 p380-400 2023
Schools are encountering a unique problem regarding how to best accommodate the increasing number of active bilingual learners/users of English (ABLE) students on state achievement tests. Previously, states used disability focused rather than language responsive accommodations for these students. The current study employed double-coding procedures to determine the number of tools, supports, and accommodations allowed for ABLE students across all U.S. states. Results revealed substantial heterogeneity of state practices, as some states demonstrated a decrease in the number of accommodations over time while some states offered more language responsive accommodations. Future research should continue to evaluate the appropriateness of the accommodations for ABLE populations.
Descriptors: Testing Accommodations, Bilingual Students, English Language Learners, English (Second Language), Second Language Learning, Standardized Tests, Equal Education, Federal Legislation, Educational Legislation, Students with Disabilities, State Policy, Guidelines, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A
Author Affiliations: N/A