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In today's new era of heightened accountability, English language
learners (ELLs) are now included in the "teach-and-test"
accountability system. Full inclusion of ELLs in accountability
measures, however, does not necessarily mean more equity. Based on
data-analysis of language-based assessment, this book shows how the
socio-economic status (SES) factor affects groups differently.
Regardless of English proficiency, SES matters less for low-
achieving students. The impact of SES was greater, however, among
high-achieving students. This suggests that the true ability of
High SES ELLs is masked by their less developed academic-language
proficiency in English, compared to their more English-proficient
fluent counterparts. The results of this study show that tests
developed for native speakers of English severely undermine
educational equity for ELLs, and it raises the issue of the
meaningfulness of such an educational policy that claims to provide
accountability.
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