Limited English proficient (LEP) students new to the United States often have a difficult time participating in state assessments due to language barriers or the lack of schooling prior to arriving in the United States from their native countries. Thus, it is often difficult to assess LEP students’ content knowledge in reading and other language arts in their first year of enrollment in a U.S. public school. A number of states have students representing more than 100 languages, making it virtually impossible to provide native language assessments for all students. Solution: Allow LEP students, during their first year of enrollment in U.S. schools, to have the option of taking the reading/language arts content assessment in addition to taking the English language proficiency assessment. These students would also take the mathematics assessment, with accommodations as appropriate. States may, but would not be required to, include results from the mathematics and, if given, the reading/language arts content assessments in Adequate Yearly Progress (AYP) calculations – part of the accountability requirements under No Child Left Behind (NCLB). Students would be counted as participants for AYP purposes for the 95 percent testing requirement, which ensures that all children count and receive the quality education they deserve.
