Assessment and English Language Learners in Special Education

  • Edgar M. Torres Ovando
  • Danika L. S. Maddocks
  • Angela Valenzuela
Part of the Language Policy book series (LAPO, volume 18)


Since the implementation of the No Child Left Behind Act in 2001, statewide accountability measures have drastically changed the way schools address achievement gaps among various student populations. One of the negative consequences of this legislation includes the overreliance on standardized assessment programs across all states. However, one of the populations most impacted are students who are classified as English learners and receive special education services. The following chapter highlights some of the issues English learners in special education programs have faced in Texas. This chapter also makes recommendations for appropriately assessing this student population to truly measure their academic achievement.


English language learners High-stakes accountability Special education Sandardized testing Education policy Academic achievement 


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Edgar M. Torres Ovando
    • 1
  • Danika L. S. Maddocks
    • 2
  • Angela Valenzuela
    • 1
  1. 1.Education Leadership and PolicyUniversity of Texas at AustinAustinUSA
  2. 2.Educational PsychologyUniversity of Texas at AustinAustinUSA

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