Ascher, C. "Testing Bilingual Students: Do We Speak the Same Language?" PTA Today (March 1991, pp. 7-9).
Discusses cultural and linguistic bias issues in bilingual testing, options for administering tests to bilingual students, and problems associated with these options. Includes a short description of an alternative, "dynamic assessment."
The current version of the federal Elementary and Secondary Education Act (ESEA), called "No Child Left Behind" (NCLB), needs fundamental change. The Forum on Educational Accountability (FEA) has submitted legislative language based on the Joint Organizational Statement on NCLB to the U.S. House and Senate Education Committees that would remake the law into an effective tool for school improvement.
“No Child Left Behind,” the name of the federal Elementary and Secondary Education Act, describes a worthy goal for our nation. Tragically, the legislation will exacerbate, not solve, the real problems that cause many children to be left behind.
The current wave of test-based "accountability" makes it seem as though all assessment could be reduced to "tough tests" attached to high stakes. The assumption, fundamentally unproven, is that such tests produce real improvements in student learning better than do other educational methods.