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Belcher, Carolyn Hofstetter, Elham Kazemi, Martin O’Callaghan,
iv
Henry Solomon, and Harriet Sturgeon. Michael O’Connell and Patrick Lee took
some of the data provision load off of the school administrators in their districts.
We also thank Jenny Kao for her generous contributions to the preparation of
this manuscript, including revisions and updates to the introductory sections.
We appreciate the dedication, travel, hard work, and observations of our test
administrators:
Site 1 Site 2 Site 3 Site 4
Mary H. Cong Irene Lupe Araujo Erin Adams Lori Colliander
Liz Galvin Gabino Arredondo Antonio Cerda Kathryn Donald
Tina Henderson Alejandra Flores Andrea Higgins- Takashi Furuhata
John Iwanaga Lana Hau Simon Patricia Guevara
Hyun Uk Kim Maria Leung Christopher Jones Raquel Guevara
Lillian Neville Heather MacLeod Caroline Kalil Nicholas Leininger
Louise Nixon Van Nguyen Valisha LaNear Amina Rahman
Tammy Shel Alejandro Pena Esmeralda Lopez Thomas Youn
Tara Watford Jorge Solis Dan P. Morgan
Michael Sova Mario Nevarez —and:
Mieka Valdez Alma Grant Isimemen Johnson
Kelly Ken Li Wong Swisher Gisela Torres
v
A Special Acknowledgement
We are grateful to these colleagues for their advice and contributions to the
discussion of the main study design.
Julia Lara, Council of Chief State School Officers (CCSSO)
Carol Lord, California State University, Long Beach
John Mazzeo, Educational Testing Service
John Olson, Council of Chief State School Officers (CCSSO)
Charlene Rivera, George Washington University
Lorrie Shepard, University of Colorado, Boulder
Catherine Snow, Harvard University
Charles Stansfield, Second Language Testing, Inc.

vii
EFFECTIVENESS AND VALIDITY OF ACCOMMODATIONS FOR ENGLISH
LANGUAGE LEARNERS IN LARGE-SCALE ASSESSMENTS
Jamal Abedi, Mary Courtney, and Seth Leon
CRESST/University of California, Los Angeles
EXECUTIVE SUMMARY
As the population of English language learners (ELLs) in U.S. public schools
continues to grow, issues concerning their instruction and assessment are steadily
among the top national priorities in education. Recent legislation mandates
inclusion of all students in a school’s assessment and accountability system (see the
Improving America’s Schools Act of 1994 and the No Child Left Behind Act of 2001).
However, research on and practice in the instruction and assessment of ELL
students has raised a new set of issues and concerns. Among the most important are
that language factors may confound test results in content areas such as math and
science where language should not play a role (Abedi & Lord, 2001; Bailey, 2000;
Durán, 1989; Garcia, 1991; Mestre, 1988).
To reduce the impact of language factors and to make a fair assessment of the
content knowledge of ELL students, some educational researchers and practitioners
recommend the use of accommodation (Mazzeo, Carlson, Voelkl, & Lutkus, 2000;
O’Sullivan, Reese, & Mazzeo, 1997; Rivera & Stansfield, 1998). Accommodation for
ELL students aims to help “level the playing field” with regard to English language
comprehension. However, recent research— including studies by researchers at the
National Center for Research on Evaluation, Standards, and Student Testing
(CRESST)—has demonstrated that accommodation may sometimes do more than
originally intended. An accommodation may alter the c本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。