How Language Proficiency Tests Mislead Us About Ability: Implications for English Language Learner Placement in Special Education

摘要: The authors argue that English language learner (ELL) assessment policy and poor tests partly account for ELLs’ disproportionate representation in special education. Previous research indicates many states routinely assess first (L1) at initial enrollment ELLs identified as limited both languages have relatively high rates of identification Two common tests, the Language Assessment Scales–Oral (LAS–O) Espanol Idea Proficiency Test I–Oral (IPT) Spanish, are shown to identify 74% 90%, respectively, Spanish-background (N5 145) L1 students, whereas a natural measure found only 2% participants unexpectedly morphological error rates. Correlations provided. recommend changes testing policies practices ELLs.