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This study done by John T. Chandler and John Plakos shows how this research study proves that Mexican American students were placed in classes that they did not belong in solely because of their IQ.

An Investigation of Spanish Speaking Pupils Placed in Classes for the Educable Mentally Retarded

Chandler, John T.; Plakos, John

Journal of Mexican American Studies, 1, 1, 58-63, F 70

Results indicate that many Mexican American pupils may have been placed in classes for the mentally retarded solely on the basis of performance on an IQ test which was invalid for Spanish-speakers. (AL)

Because of this research study, there is proof that Spanish-speakers should not have been placed in classes according to an IQ test they are unable to take because they are not proficient in English. This helped create the momentum to continue advocating for MLs.

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This case was especially important to MLs because it showed it was not the content that they were not able to learn but the language that content was given in. Children were forced into thinking that their IQ was the cause of their learning "deficits." This according to the creator of the Stanford-Binet IQ test, and also a eugenicist Lewis Terman. Once tests were given by a bilingual psychologist in their native language, students were removed from special education classes. 

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In 1985, the Standards for Educational and Psychological Testing was the first time that there was a section for the testing of linguistic minorities. Prior to 1985, there was not a linguistic section for minorities, and it was for "particular sections." For MLs, this would lead the way to the 2014 Standards for Educational and Psychological Testing. This year of the Standards for Educational and Psychological Testing introduced a more articulated chapter showing more examples than ever before for Multilinguals.

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The enactment of the NCLB affected MLs in that it changed the way bilingual education was viewed, meaning that before NCLB accountability was non-existent to having to deal with high stakes testing. This meant that now if ELLs did not perform well, it was now everyone's problem so this lead to looking at how to improve education for ELLs/MLs. Prior to the NCLB, teachers were able to set their own validity measures. After the NCLB was put in place, student's success was based on their standardized test scores in English and Math.

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ELPA21 was started in 2016 and has proven useful for English Language Learners. It appears to not be used in New York State. However, the letter to the NYS Commissioner written 2/5/21 below seems to indicate that ELPA 21 is beneficial. I thought it was informational to read and I realized Dr. Mahoney is on this advisory committee. Even though, it is not in NY it proves beneficial to MLs because it assesses using high quality research, and there is a psychometrics team that is put in place to make sure methods are research based so that assessments are reliable, accurate, and so that there is continuous improvement. ELPA21's latest developments are: development of stopping rules, AI scoring applications, streamlined testing experience so that student fatigue is lessened.

NYS-English-Language-Proficiency_Assessment-Advisory-Committee_Recommendations-FINAL.pdf

ELPA21 at a Glance: Helping English Learners Succeed Nationwide - CRESST