2007 CREATE ConferenceAcademic Language and Content:
A Focus on English Language Learners in the Middle School
Assessment, Accountability, and Instruction
ELLs Under NCLB
Dr. David J. Francis
Presented Monday, October 1, 2007
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These readings were suggested as background to this presentation or cited within it.
Abedi, J., & Leon, S. (1999). Impact of students’ language background on content-based performance: Analyses of extant data. University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Abedi, J., Leon, S., & Mirocha, J. (2003). Impact of students’ language background on content-based assessment: Analysis of extant data (CSE Tech. Rep. No. 603). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Abedi, J., Lord, C., Hofstetter, C., & Baker, E. (2000). Impact of accommodation strategies on English language learners' test performance. Educational Measurement: Issues and Practice, 19(3), 16–26.
Abedi, J., Lord, C., & Plummer, J. (1997). Final report of language background as a variable in NAEP mathematics performance (CSE technical report 429). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Available at http://research.cse.ucla.edu/Reports/TECH429.pdf
American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). (1999). Standards for educational and psychological testing. Washington, D.C.
Bailey, A.L. (2005). Test review: Cambridge young learners English (YLE) tests. Language Testing, 22(2), 1-11.
Butler, F.A., & Castellon-Wellington, M. (2000/2005). Students’ concurrent performance on tests of English language proficiency and academic achievement. In J. Abedi, A. Bailey, F. Butler, M. Castellon-Wellington, S. Leon, & J. Mirocha (Eds.), Validity of administering large-scale content assessments to English language learners: An investigation from three perspectives (CSE Tech. Rep. No. 663). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Available at http://www.cse.ucla.edu/products/reports/r663.pdf
Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for the use of accommodations in large-scale assessments. (Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Available at http://www.centeroninstruction.org/files/ELL3-Assessments.pdf
Francis, D. J., & Rivera, M. O. (in press). Principles underlying English language proficiency tests and academic accountability for ELLs. In J. Abedi (Ed.), English language proficiency assessment in the nation: Current status and future practice. National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Forthcoming at http://www.cse.ucla.edu/products/reports.asp
Kadamus, J. (February 24, 2005) Update on performance of limited English pProficient/English language learners (LEP/ELLs) and implementation plan for strategies to improve performance. Available at