Since the creation in 2002 of the No Child Left Behind Act (NCLB), accountability and assessment of public education in the United States has been based on annual standardized state tests. These tests have been used to determine the effectiveness of states, districts, schools, and teachers in helping students learn.
Public school students in the United States are given more standardized tests, and are tested more frequently, than students in any other country. The growth of testing has fueled the world of assessment and turned it into a billion-dollar industry.
The number of tests has affected English Language Learners (ELLs) in the U.S. who, in addition to the annual standardized subject matter tests, are assessed every year on their English proficiency. Under NCLB, states not only had to identify English learners but also had to create English proficiency standards along with assessments that reflected these standards. Every year ELLs have to take state tests to determine if they are making progress in learning English and in attaining English-language proficiency. Continue reading