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On 1916, a eugenicist’s intelligence test (Stanford-Binet) is used for the first time in schools. The test measures intelligence but does not account for cultural or linguistic differences found in MLs. This event is important to the assessment of MLs because it represents a time when assessments were ethnocentric towards a homogenous white, English-speaking culture. This assessment was misused to describe MLs as dull.

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In 1969, researchers Chandler and Plakos find that MLs are being wrongfully designated as EMR- educable mentally retarded- because of the misuse of intelligence tests. The results suggest that the MLs studied are equally capable and intelligent as their non-ML peers, but were misdesignated due to linguistically inappropriate assessments. These results suggest that the use of the assessment (determine intelligence) does not match the method of assessment (language that the test is in).

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In 2002, the No Child Left Behind (NCLB) Act passed and changed (for the worse) the use of assessments for all students, including MLs. The act placed extreme pressure on schools to show yearly progress in all students, not holistically, with those results impacting funding. The use of assessments for all students, including MLS, shifted to a hyper focus on funding. The change influenced more teachers to ‘teach for the test,’ rather than teach so that students gain new knowledge and skills that they can use in the future. The event highlighted how underserved MLs were, but it also placed more pressure on them to take assessments even if they were not ready.

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In 2010, the Common Core Learning Standards were passed and almost universally accepted, making assessments in ELA and math for all students, including MLS, more aligned across the country. MLs could find consistently in the expectations and assessments across the country, which helps improve the use of assessments. When the assessments are the same across the country, their results can be more reliably used. MLs would not experience wildly different expectations from one state to another.

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In 2015, President Obama’s administration passed the Every Student Succeeds Act (ESSA). This act was supposed to correct the extremism of the NCLB Act, although it has not effectively changed the pressures on MLs to take assessments in English before they are ready. The act afforded more flexibility to states in determining pathways towards improving test scores. The emphasis remains on how students perform on an assessment. The assessments continue to be used to monitor progress of schools rather than help inform instruction to help students themselves progress. Students, including MLs, remain to be seen as numbers that determine if the school is succeeding rather than the child.