A recent study suggests that states that require students to pass a test in order to obtain a high school diploma need to pay closer attention to the needs of students with limited English proficiency. The study also suggests that testing officials should discourage the practice of allowing these students to postpone taking the exams, as it delays the extra help they may need based on their performance on the exams. The study, which focuses on the 17 states that have high-stakes graduation tests, was presented at a conference held by the Council of Chief State School Officers.
The study was conducted by Charlene Rivera, the director of George Washington University’s Center for Equity and Excellence in Education, and Carolyn Vincent, a research associate at the center. They added questions to a 1994 annual survey of testing directors conducted by the CCSSO and the North Central Regional Education Laboratory. Some of the results were verified earlier this year.
According to the study, students with limited English proficiency have often been excluded from statewide assessment programs or tested inappropriately. The authors argue that this growing population of students, which accounts for nearly a quarter of California’s K-12 enrollment, should no longer be neglected. The survey found that all 17 states with mandatory high school exit exams require LEP students to pass the test or demonstrate their skills through an alternative means in order to obtain a standard diploma, regardless of their English proficiency level. However, Louisiana exempts students who enter high school as juniors or seniors, such as recent immigrants, from graduation tests.
The survey revealed that states employ different strategies to address the challenge of administering graduation tests to LEP students. Thirteen of the 17 states allow modifications to the exam for students with limited English facility. Eleven states grant extra time and over half of the states allow the test to be administered separately to a small group. Some states permit the use of dictionaries, while Florida, New Mexico, and Ohio allow questions to be read aloud in both English and the student’s native language. New Mexico and New York also allow parts of the test to be administered in a language other than English. Additionally, Hawaii, New Jersey, New Mexico, and New York allow local districts to use alternative assessments, such as portfolios of student work.
Ms. Rivera warns that modifications to the tests should be used cautiously. States should establish clear policies for the use of modifications so that educators can determine if they would be beneficial or appropriate for individual students. The study also recommends that states create tests in students’ native languages. The authors argue that this is appropriate when students have received instruction in a particular subject area in their native language, either in another country or in a bilingual program in the United States. The report also calls for the development of alternative assessments, such as portfolios, that align with the instruction provided.
The researchers discovered that there is limited information on the number of LEP students who take state-required tests, and states have not evaluated the impact of their testing policies on these students. The report encourages further research and data collection, including an assessment of whether all students have access to the content covered in the tests. It also suggests analyzing test data to determine if factors such as race, socioeconomic status, or other variables are related to performance. With the current nationwide policy of including all students in instruction and assessments based on high academic standards, the survey results provide insight into the prospects for LEP students, according to Ms. Rivera.