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Terman promotes The Measurement of Intelligence. This is very important as today we still highly regard examinations of intelligence like IQ tests, so this was just the beginning of these tests.

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Chandler and Plakos research how IQ tests were being used with Spanish-dominant Mexican-American children to recognize that students were being enrolled a "educable mentally retarded" classes after being given the test only in English. They recognized the tests were not being given fairly!

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Fairness for EBs assessments are gaining more attention nationwide to mandate the inclusion of all children in large-scale assessments to provide equal learning opportunities. August and Hakuta express the need for guidelines for EBs being ready to take the same exam as their English Proficient peers.

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No Child Left Behind (NCLB) was created with the intent to provide every child with a good education so that "no child is left behind". The act was based off of annual performance in standardized math and English state tests in grades 3-8, even for EBs. EBs are now being held accountable for as they need to take the exams before they may be ready according to their English proficiency.

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ELPA21 (English Language Proficiency for the 21srt century) is created leaving states to choose from WIDA, ELPA21, or to create their own ELP standards and assessments for ELLs as long as they meet federal criteria. Finally, there is some hope for best supporting EBs.