Students have been appropriately identified to participate in the ELP program and
Underlying assumptions: Depending on context and interest, states
could test the following underlying assumptions to evaluate this claim:
- The state/district/school uses a consistent definition for EL-status that is based
on linguistic proficiency.
- All newly enrolling students are screened for potential EL-status using a home language
survey or comparable screening instrument or protocol. [See EVEA instrument for
testing this assumption.]
- Parents and students provide accurate information to district/school administrators
- The results of the home language survey (or other screening questions) are interpreted
accurately to identify students who should take the placement test.
- The state/district/school’s identification instruments (i.e., home language survey,
enrollment questionnaire, ELP placement test, etc.) are well-designed and collect
appropriate information to determine a student’s EL-status and linguistic proficiency.
[See EVEA instrument for testing this assumption.]
- Identification processes and instruments are administered with fidelity and rigor
in all schools and districts.
Claim 1 is a “precursor/context” claim that sets the foundation for the valid interpretation
and use of assessment scores. For ELPA scores to accurately reflect students’ proficiency
in academic English (Claim 7), it must be the case that the population taking the
assessment includes all and only those students for whom it was designed and intended.