Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses - Practice Review - Part 2 of 3

Oct 2, 2026

The report examines how the No Child Left Behind (NCLB) framework reshaped state policies for assessing English language learner (ELL) students. It focuses on states’ requirements to use valid assessments that measure both English language proficiency and content knowledge, while addressing challenges driven by limited resources. Using reviewed literature and policy, it offers guidelines for practitioners and presents a comprehensive view of current state practices, including identification/redesignation, proficiency assessment characteristics and validity information, and accommodations in content assessments.

LanguageEnglish

CategoryExam

FormatPDF

Pages96

Reading Time4 h 2 min

AccessFree to download

Abstract

Introduction

NCLB mandates for ELL assessment

Accommodation requirements and student demographics

Purpose and report scope

CRESS T REPORT 732 Mikyung Kim Wolf Jenny Kao Noelle Griffin Joan L. Herman Patina L. Bachman Sandy M. Chang Tim Farnsworth ISSUES IN ASSESSING ENGLISH LANGUAGE LEARNERS : ENGLISH LANGUAGE PROFICIENCY MEASURES AND ACCOMMODATION USES PRACTICE REVIEW ( PART 2 OF 3 ) JANUARY , 2008 National Center for Research on Evaluation, Standards, and Student Testing Graduate School of Education & Information Studies UCLA | University of California , Los Angeles Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses Practice Review CRESST Report 732 Mikyung Kim Wolf, Jenny Kao, Noelle Griffin, Joan L. Herman, Patina L. Bachman, Sandy M. Chang, & Tim Farnsworth CRESST/University of California, Los Angeles January 2008 National Center for Research on Evaluation, Standards, and Student Testing (CRESST) Center for the Study of Evaluation (CSE) Graduate School of Education & Information Studies University of California, Los Angeles 300 Charles E. Young Drive North GSE&IS Bldg., Box 951522 Los Angeles, CA 90095-1522 (310) 206-1532 Copyright © 2008 The Regents ofthe University of California The work reported herein was supported under the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U. S. Department of Education’s Institute of Education Sciences (IES) . The findings and opinions expressed in this report do not necessarily reflect the positions or policies of the National Research and Development Centers or the U. S. Department of Education’s Institute of Education Sciences (IES) . ISSUES IN ASSESSING ENGLISH LANGUAGE LEARNERS: ENGLISH LANGUAGE PROFICIENCY MEASURES AND ACCOMMODATION USES PRACTICE REVIEW1 Mikyung Kim Wolf, Jenny Kao, Noelle Griffin, Joan L. Herman, Patina L. Bachman, Sandy M. Chang, & Tim Farnsworth CRESST/University of California, Los Angeles Abstract The No Child Left Behind (NCLB) has had a great impact on states ’policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students ’English language proficiency, as well as content knowledge and skills. While states have moved rapidly to meet these requirements, they face challenges to validate their current assessment and accountability systems for ELL students, partly due to the lack of resources. Considering the significant role of an assessment in guiding decisions about organizations and individuals, it is of paramount importance to establish a valid assessment system. In light of this, we reviewed the current literature and policy regarding ELL assessment in order to inform practitioners of the key issues to consider in their validation process. Drawn from our review of literature and practice, we developed a set of guidelines and recommendations for practitioners to use as a resource to improve their ELL assessment systems. We have compiled a series of three reports. The present report is the second component of the series, providing a comprehensive picture of states ’current policies related to ELL assessment. The areas reviewed include the procedures of ELL identification and redesignation, the characteristics of English language proficiency assessments, including validity information, and the use of accommodations in the assessment of content knowledge. Introduction Specific mandates regarding English language learners (ELLs) under the No Child Left Behind (NCLB) Act of 2001 (NCLB, 2002) have greatly impacted states’ policies in assessing ELL students. States must provide an annual academic assessment of English language proficiency and assure the monitoring of students’English language development. 1 We would like to thank the following for their valuable comments and suggestions on earlier drafts of this report: Jamal Abedi, Diane August, Lyle F. Bachman, Alison L. Bailey, Margaret Malone, Charlene

FAQs

What is the main purpose of this report for practitioners?

It reviews the literature and policy on ELL assessment to highlight key issues and to provide guidelines and recommendations practitioners can use to improve ELL assessment systems.

Which NCLB requirements affect ELL assessment policies?

States must provide annual academic assessment of English language proficiency and monitor students’ English language development, and they must use valid, reasonable accommodations to measure academic achievement on state content standards.

What topics does the report address in its review of state policies?

It covers procedures for ELL identification and redesignation, characteristics of English language proficiency assessments including validity information, and the use of accommodations in assessing content knowledge.

Oct 2, 2026

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