JVH and The Voice: Grad Rates, High-Stakes Testing, and ELs

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Julian Vasquez Heilig discusses his paper, “Understanding the Interaction Between High Stakes Graduation Tests and English Learners” on the Teacher College Record web program The Voice. The Voice are videos featuring interviews about new educational research from the Teachers College Record. Search all episodes of The Voice at http://thevoice.pressible.org/.

Vasquez Heilig, J. (2011). Understanding the interaction between high-stakes graduation tests and English language learnersTeachers College Record, 113(12), 2633–2669.

This article underscores the legitimacy of the concern that ELs experience unintended consequences associated with high-stakes exit testing and accountability policy and suggests that social justice and equity are ratiocinative critiques of high-stakes testing and accountability policies. The next round of federal and state educational policy must be a mandate that provides support for ELs to meet performance standards by providing evidence-based solutions: appropriate curriculum, pedagogy, and well-trained teachers. Furthermore, policy makers, practitioners, and researchers should be cognizant of the less intrusive approach that many ELs and their families have toward schools by reconsidering whether “one size fits all” high-stakes exit testing policies are plausible for increasingly heterogeneous student populations. The use of multiple measures of EL student success in content areas, such as portfolios, is an accountability mechanism that makes sense, not just for ELs, but for all students.

See also my 2011 keynote on ELLs and exit testing at the US Department of Education, Office of English Language Acquisition on UStream.

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Categories: English Language Learners, High-Stakes Testing

Author:Julian Vasquez Heilig

Julian Vasquez Heilig is currently an Associate Professor of Educational Policy and Planning and African and African Diaspora Studies (by courtesy) at the University of Texas at Austin.

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4 Comments on “JVH and The Voice: Grad Rates, High-Stakes Testing, and ELs”

  1. John Young
    March 7, 2013 at 9:04 pm #

    Reblogged this on Transparent Christina.

Trackbacks/Pingbacks

  1. Dear Jennifer: Dissent is the Vibrancy of our Democracy | Cloaking Inequity - May 13, 2013

    […] Even though I only booed once, I should have booed more and louder. If you talk with students, actually spend time in schools, you will find out Mr. Secretary, that for some students high-stakes exams actually serve as a disincentive for some students to stay in school. See my conversation about this in a Teacher College Record publication and The Voice. […]

  2. A Trinity of Counter-Narrative: NCLB-Style Standards, High-Stakes Testing, and Accountability | Cloaking Inequity - May 15, 2013

    […] of standards, high-stakes testing, and accountability on English Language Learners. See also The Voice interview and a 2011 keynote on ELLs and exit testing at the US Department of Education, Office of English […]

  3. ELs: Transformational power of policy, access, and equality | Cloaking Inequity - June 26, 2013

    […] based on the new book chapter examining teacher quality for ELs in growth states discussed above,  Understanding the interaction between high-stakes graduation tests and English […]

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