Term
Summer 2025
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Jennifer Carlson
Content Expert
Ann Mabbott
Abstract
English Language Learners represent one of the fastest-growing student populations in American schools, yet they are required to take state standardized tests designed exclusively for native English speakers. This practice creates significant validity, reliability, and equity concerns–as research demonstrates that academic English proficiency takes 4-8 years to develop while students face annual testing requirements beginning in grade 3. This capstone uses a comprehensive literature review examining standardized testing practices, English language acquisition processes, and equity challenges to answer the research question: To what extent does administering English-only standardized tests to English Language Learners (ELLs) produce valid measurements of their academic knowledge and skills, and what are the implications for educational equity and accountability systems? Research concludes that English-only standardized tests do not produce valid, reliable, or equitable measurements of ELL academic knowledge and skills, instead measuring language proficiency rather than content knowledge. This creates systematic disadvantages for ELLs and distorts educational accountability systems. As a result, this study recommends the development of multilingual assessment approaches to ensure equitable and accurate evaluation of ELL academic capabilities.
Project Type
White Paper
Keywords
Assessment, ESL/ ELLs, Multicultural Education, State Standardized Testing
Recommended Citation
Pille, Courtney, "Beyond Language Barriers: Challenging the Equity and Validity of English-Only Standardized Tests for English Language Learners" (2025). School of Education and Leadership Student Capstone Projects. 1122.
https://digitalcommons.hamline.edu/hse_cp/1122
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects