Higher-order thinking has been promoted in the American classroom for several decades. Summative assessments have the dual role of ascertaining the student's proficiency and also providing them with opportunities to employ various cognitive behaviors and to offer them with opportunities to demonstrate their ability to think in complex ways. The…

The present study investigated Korean-accented English (KoE) intelligibility and conducted experiments in Korea, Japan, and the USA to test the benefits of listener's familiarity and identify the key phonological features of KoE. In the experiments, the participants were asked to transcribe the target (KoE) of 100 English statements each…

With the 2015 passage of the "Every Student Succeeds Act" (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs' educational experiences are also…

English learners' (ELs) day-to-day experiences in school change when reclassified as fully English proficient. Prior research, however, is mixed on how reclassification influences outcomes. Many studies also do not or cannot explore key long-term outcomes or identify impacts over time. In this study I leverage longitudinal student data in a…

As the Common Core State Standards Initiative moved from the development and adoption of the standards to their implementation, ASCD embarked on a multifaceted program to help educators understand and implement the new standards. With support from a $3 million grant from the Bill and Melinda Gates Foundation, ASCD has enacted a three-pronged…

Purpose: The purpose of this study was to examine the reliability of, and sources of variability in, language measures from interviews collected from young school-age children. Method: Two 10-min interviews were collected from 20 at-risk kindergarten children by an examiner using a standardized set of questions. Test-retest reliability…

This report details Title III accountability policies and outcomes for K-12 English language learner (ELL) students for school year 2007/08 in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) under the Title III annual measurable achievement objectives (AMAO) provision of the No Child…

This report details Title III accountability policies and outcomes for K-12 English language learner (ELL) students for school year 2007/08 in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) under the Title III annual measurable achievement objectives (AMAO) provision of the No Child…

In 2008-09, four alternate assessments were available for use in grades/courses where the state typically tests students. As in earlier years, results for WCPSS students were mixed. Student performance on the NCCLAS, an assessment designed mainly for limited English proficient (LEP) students, improved in mathematics but remained low in reading for…

The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2009-10. On the three alternate assessments that were given in 2009-10, results for WCPSS students were mixed. On the NCEXTEND1 assessments, which are taken by students with…

Although the primary use of the speaking section of the Test of English as a Foreign Language Internet-based test (TOEFL[R] iBT Speaking) is to inform admissions decisions at English medium universities, it may also be useful as an initial screening measure for international teaching assistants (ITAs). This study provides criterion-related…