Quote:
Originally Posted by LaneSig
NCLB may not be the problem. But, it is not the solution that its backers made it out to be. Yes, my students who just moved here a year ago are going to take the tests. Do my students have the 'social' language skills? For the most part, yes. Do they have the 'academic' language? No, they are still working on their academic language. Will I be held accountable by my principal and the district? Yes. It does not matter that they will be broken down statistically. If they fail, that will be averaged in, no matter what.
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I don't dispute this point - I addressed it in a previous point.
This fits both the "well-documented issues with standardized tests" (as in, problems with non-native/minority populations and test aptitude) and "specific cases" (as per the statistical inclusion).
However, I will reiterate - I see two main issues here: 1) why are there no separate standards for ESL/ELL testing (surely those in special ed are not counted?) and 2) perhaps reevaluating the goal of ESL/ELL classes (that is, what defines functional mastery of English) would be useful, although that utility should be viewed in light of the student (and not the test).
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