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Improving the Equity and Validity of Assessment-based Information Systems

  • Chapter
Measuring Up

Part of the book series: Evaluation in Education and Human Services ((EEHS,volume 48))

Abstract

This chapter focuses on issues of validity and equity of assessments as they guide educational policies and practices for the education of limited English proficient students. Although estimates of the number of students who are English language learners (ELLS) vary, from self-reports in the 1990 census (U.S. Bureau of the Census, 1990) to surveys conducted of school districts (Fleischman & Hopstock, 1993), their proportion is rising and may reach 10% by the end of the century. Although Spanish is the primary language for about three fourths of these students, Asian group languages — Vietnamese, Hmong, Cantonese, Cambodian, Tagalog, Laotian and Korean — are represented in large numbers. Navajo and Russian are also significantly represented.

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Authors
  1. Zenaida Aguirre-Muñoz
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  2. Eva L. Baker
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Editor information

Editors and Affiliations

  1. University of Michigan, USA

    Arie L. Nettles (Assistant Professor and Assistant Research Scientist of Education, Clinical Assistant Professor of Medicine) (Assistant Professor and Assistant Research Scientist of Education, Clinical Assistant Professor of Medicine)

  2. Frederick D. Patterson Research Institute, University of Michigan, USA

    Michael T. Nettles (Professor of Education, Executive Director) (Professor of Education, Executive Director)

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© 1999 Springer Science+Business Media New York

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Aguirre-Muñoz, Z., Baker, E.L. (1999). Improving the Equity and Validity of Assessment-based Information Systems. In: Nettles, A.L., Nettles, M.T. (eds) Measuring Up. Evaluation in Education and Human Services, vol 48. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4399-8_7

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  • DOI: https://doi.org/10.1007/978-94-011-4399-8_7

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-5890-2

  • Online ISBN: 978-94-011-4399-8

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