Harvard Educational Review
  1. Spring 1994 Issue »

    Is It Real for All Kids?

    A Framework for Equitable Assessment Policies for English Language Learners

    Mark W. LaCelle-Peterson andCharlene Rivera
    Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.

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    Spring 1994 Issue

    Abstracts

    Performance-Based Assessment and Educational Equity
    Linda Darling-Hammond
    Learning to Work
    The Impact of Curriculum and Assessment Standards on Educational Opportunity
    Diana C. Pullin
    Is It Real for All Kids?
    A Framework for Equitable Assessment Policies for English Language Learners
    Mark W. LaCelle-Peterson andCharlene Rivera
    A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change the Nation's Testing Policy
    George F. Madaus
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