No Child Left Behind Act: Education Assistance Could Help States Better Measure Progress of Students with Limited English Proficiency: Testimony. By Cornelia M. Ashby, Education, Workforce, and Income Security Issues, Government Accountability Office. Presented to the Subcommittee on Early Childhood, Elementary, and Secondary Education, House Committee on Education and Labor. GAO-07-646T. (The Office, Washington, D.C.) March 23, 2007. 24 p.
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[“The Department of Education has offered a variety of technical assistance to help states assess students with limited English proficiency. However, Education has issued little written guidance to states on developing English language proficiency tests.... Education has offered states some flexibility in how they assess students with limited English proficiency, but officials in our study states told us that additional flexibility is needed to ensure that progress measures appropriately track the academic progress of these students.... Experts reported that research is lacking on what accommodations are effective in mitigating language barriers. Several states used native language or alternate assessments for students with limited English proficiency, but these tests are costly to develop and are not appropriate for all students."]