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Abstract

This article outlines the results of a survey of all the large-scale testing accommodations used with English learners across the United States, addressing the increasing challenge of integrating this population into a state’s accountability system in a valid and reliable manner. This examination of accommodation policies used in standardized content area assessments reveals that there is little consistency across states with regard to testing accommodations for ELs in providing accommodations when ELs are tested in academic content areas.

 

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