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Lewis Terman misused intelligence testing to gatekeep or advance some racial groups over others. These intelligence tests promoted that minority groups were "dull" and described that American stocks were at risk due to arrival of immigrants. Terman claimed that the smartest or more fit people were wealthy with European ancestry. EBs were the most at risk for test misuse because they did not come from the dominant cultural and linguistic groups.

I think this is important to Bilingual Education today because it is one of the first assessments that was not fairly administered to all students. This intelligence test paved the way for EBs to have self-doubt when it came to education because they were labeled as unintelligent based upon culture and linguistic groups.

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1997 Individuals with Disabilities Education Act (IDEA) Revisions

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1997 Individuals with Disabilities Education Act (IDEA) Revisions

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In 1997, the revision to IDEA mandated that parent consent procedures must be in the native language, and evaluation materials be free from bias of race and culture and must be provided in child’s native language.

I think this is important to Bilingual Education today because it promotes inclusivity amongst all cultural and linguistic groups. All parents have the right to receive consent forms for evaluations in their native language which ensures all parents understand the evaluation procedures and what they are consenting to. It also ensures that all students have equitable evaluations because their evaluations are based upon assessments free of bias of culture and race. As a special educator, I believe that this revision of IDEA opened the doors to more linguistic inclusivity for students with disabilities as well as their families within schools.

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NCLB began in 2001 and ended in 2015. In the early 21st century the US education reform focused on assessments and stated (1) schools labeled as excellent are those that have good test scores in math and reading, and (2) the use of standards and test-based accountability is the way to achieve such excellence. The intent of NCLB was to provide every child in the US with a good education so that ‘no child is left behind’. However, the law’s definition of a good education – a high score on standardized tests in English and mathematics – is one most educators would disagree with. To support this definition, NCLB required that all children in 3rd through 8th grades, even EBs, be given state assessments each year in reading and mathematics.

I think this is important to Bilingual Education today because it set a precedent that all students need to meet the same standards through state assessments. NCLB was not inclusive to EBs because they were not fairly assessed or given equitable or accessible testing accommodations. NCLB encouraged administrators to improve their test scores to receive more funding and excellence, which in turn decreased the educational experience for many EBs  because they were forced to take a state assessment they did not have the English proficiency for.

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NCLB Act was replaced by ESSA. Signed by Barack Obama, the intent of the law was to lighten up the federal involvement in public schools and send much of that authority back to states and local districts. Therefore, states were given more flexibility for goal setting and for determining how to intervene and “improve” low performing schools. Through ESSA, states are required to track the progress of separate subgroups of students, including ELLs, rather than lump students together in a single super subgroup. ESSA allows states the flexibility (two options) to use/interpret these data for accountability purposes. The first option is for ELL test sores to count toward a school’s rating only after they have been in the United State for one year; the second option is for test scores to be reported to the public but won’t count towards a school’s rating and the second year in the US, States must incorporate ELLs scores for both reading/ELA and math, using some measure of growth; and the third year in the US, ELL scores incorporated just like those of non-EBs.

I think this is important to Bilingual Education today because it encourages educators to set more realistic and attainable goals. ESSA allows educators to hold students accountable for taking state assessments, but also allows them the flexibility with the administration of the assessments. The ESSA focuses on growth and allows educators to progress monitor their ELLs before incorporating their scores into their  school's rating which is beneficial for the education of ELLs. This provided more funding and opportunities to low-income families because their students were not forced to fit into the government sorting system of one-size-fits-all. The whole child is seen in ESSA because they are given opportunities to grow academically before being assessed by the state.

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2016 ELPA21 (English Language Proficiency for the 21st Century)

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2016 ELPA21 (English Language Proficiency for the 21st Century)

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ELPA21 allowed states to choose WIDA, ELPA21 or create their own ELP standards/assessments for ELLS to meet federal criteria. There are many standards states can choose from to better meet the needs of their EBs.

I think this is important to Bilingual Education today because states have flexibility to choose which standards and assessments meet the needs of their EBs. This allows for higher accountability amongst states because the government is allowing them the flexibility they need to meet the needs of their students. This allows states to have the authority to choose which standards and assessments work best for their population and change it if a specific standard/assessment is not producing the results they are expecting.