Review of Article by Bronwyn Coltrane

The major point that the article entitled "English Language Learners and High-Stakes Tests: An Overview of the Issues" by Bronwyn Coltrane is that ELLs must also be considered thoroughly during the high-stakes testing movement. Since the numbers of ELL students continue to increase year after year, the laws must address the needs of the ELLs, particularly in the areas of appropriate testing accommodations and the accurate interpretation of test results.

The author begins by defining high-stakes testing for her readers and giving examples given by various states. She explains that with the passage of No Child Left Behind, these tests take on increasing importance. Each child must be tested each year and schools must make adequate yearly progress. If schools fail to do this, sanctions will be made on those schools. The effects of high stakes testing for ELLs may be positive and negative. Because standards are being raised for all students, ELLs will benefit. However, most of these tests are written in English which leaves large questions for the ELLs, such as how these tests will be interpreted and what the results will mean. Schools with large numbers of ELLs could conceivably be harmed by high-stakes testing.

The author then provides the reader with the history concerning ELLs and high stakes testing. Traditionally, ELL results were not included in state statistics, but not including the results resulted in lack of accountability for these programs. Students did not benefit from raising the bar in assessment. NCLB mandates that ELL results be included. Some states continue to exempt ELL students, but again, these students do not benefit from any of the changes being made in education.

While it is beneficial to ELLs to include their results in state testing, there are some issues about including their scores, chiefly in reliability and validity of the test itself. Educators must make sure that it is the content being tested not command of the English language. For ELLs it is very difficult to find tests that actually test their knowledge and skills rather than their proficiency in the English language. It makes the test much more valid for ELLs to be tested in their own language. That way educators can make sure that it is the content that is being tested. However, most of these standardized tests being used are not written in languages other than English. In fact, many states prohibit the translation of standardized tests from one language to another.

Another problem with including the results from ELL students is that these students may not be familiar with the knowledge contained on the tests. The longer they have lived in the United States, the more familiar they would be with the cultural information that might be tested.

There are many accommodations that are legal for ELL students, such as giving them additional time to test, administering the test in a small group or alternate location, explaining some test items or directions, or responding in their native language. Expert Rivera claims that the last two have much more chance of positively impacting the student's performance.

Educators can make sure that the tests reflect the curriculum, that the proper accommodations are provided, that test-taking skills are taught, and that test results are used in an appropriate way. For example, decisions about a student's placement should never be made based on a single test. Basically a balanced approach must be sought.

Bronwyn does a great job of summarizing the major elements of including the test results of ELLs. With high-stakes testing coming to mean more and more, it is important to interpret the results of all populations of students. However, I do not believe in the recent changes in Proposition 209 of California or any of the other recent backsliding of bilingual education programs. The United States is a diverse place in regards to ethnic backgrounds and language. No official language law has ever been passed here. Therefore, tests need to be written in multiple languages or translated by qualified experts. This is the only way to ensure that it is knowledge and skills being tested, not English language proficiency.

Works Cited

Bronwyn, C, (2002). English Language Learners and High-Stakes Tests: An Overview

of the Issues. Center for Applied Linguistics. Retrieved July 28, 2007 at Web Site: http://www.cal.org/resources/digest/0207coltrane.html