This study sought to investigate how states communicate results for academic achievement and English language proficiency (ELP) assessments to parents who are English learners (EL). This objective was addressed by evaluating: (a) whether score reports and interpretive guides for state academic achievement and ELP assessments in each state were translated for EL parents; and (b) if so, whether recommended score reporting guidelines were followed in practice. Results demonstrated that for state achievement tests, 29 states had translated score reports and 28 had translated interpretive guides. Nearly every state translated these materials for their ELP assessments in a wide variety of languages. Across ELP and state achievement assessments, most states were found to limit statistical jargon, utilize figures/graphics to communicate test results, and include follow-up information for parents, which represent improvements observed in prior reviews. However, states rarely provided personalization, statements on intended score use, a student's score history, or a direct link to their interpretive guide in their score reports. Recommendations on making score reports and interpretive guides more accessible and interpretable for EL parents are discussed.
Bibliographical noteFunding Information:
The first author would like to thank See Xiong for inspiring this study. Her story of being a child responsible for navigating the education system with refugee parents unfamiliar with the language and policies of the country is common amongst millions of students in the United States. This study is our effort to assist in building more equitable assessment resources for all individuals in our nation.
© 2021 by the National Council on Measurement in Education
- English learners
- linguistic minorities
- score reporting
- state testing programs