History Chapter 2 Guandique by Josh

1. 1916: The Introduction of the Stanford-Binet Intelligence Test

guan0472 — 2025-04-03 13:33:37 UTC

Lewis Terman introduced the Stanford-Binet Intelligence test in schools. Terman, a eugenicist, used the test to promote discriminatory views, claiming certain racial groups were intellectually inferior. The first individually administered test in the United States was the Standard-Binet Intelligence Scale for children and adolescents. This Stanford-Binet Scale is constructed as an age scale; the items of the scale are grouped into age levels. Items, such as “compares 2 lines” (age 4), “repeats a sentence of 10 syllables” (age 5), and “compares 2 objects from memory” (age 8), are included in the tests when the percentages of correct answers are lower for each successive age level. This event highlights the historical misuse of intelligence tests to advance discriminatory agendas and the lasting impact of these practices on the assessment of minority groups, including multilingual learners.

2. 1969: Chandler and Plakos Study

guan0472 — 2025-04-03 14:49:18 UTC

Researchers Chandler and Plakos investigated the use of IQ tests with Spanish-dominant Mexican American children. Their study revealed that many children were incorrectly classified as educable mentally retarded (EMR) due to the use of English-only IQ tests. This study is a clear example of how tests administered in a language that students don't understand can lead to severe misclassifications and inappropriate placements, emphasizing the critical need for valid and fair assessment practices for MLs. Educators and policymakers need to advocate for reforms in testing protocols, emphasizing the importance of professional training for educators in assessing MLs effectively. It’s crucial to implement assessment practices that account for language proficiency, as well as to familiarize educators with the cultural backgrounds of their students.

1974: 1974 Version of the Standards for Educational and Psychological Testing

guan0472 — 2025-04-03 15:16:57 UTC

The 1966 version of the Standards focused on what is required for test manuals. The 1974 version, however, for the first time included standards for the use of tests (Mahoney, 2024). This marked a significant shift towards recognizing the importance of test use and fairness, laying the groundwork for future standards that would specifically address the needs of linguistic minorities. The recognition of the importance of fairness in testing, particularly for linguistic minorities, is a pivotal development in educational policy and practice. This shift underscores the understanding that traditional assessment methods often inadequately serve students who come from diverse linguistic and cultural backgrounds. The historical reliance on English-only assessments has not only perpetuated inequities but has also masked the true potential of many students.

4. 2002: No Child Left Behind Act (NCLB)

guan0472 — 2025-04-03 15:34:19 UTC

The No Child Left Behind Act was enacted, mandating that all children, including MLs, be tested annually in reading and mathematics. This act significantly increased accountability but also raised concerns about test validity for MLs. NCLB represents a pivotal moment in the history of ML assessment, as it dramatically increased the pressure for accountability while highlighting the ongoing struggle to balance accountability with the valid assessment of MLs. NCLB also spurred discussions about equity in education. The act brought the experiences of MLs to the forefront, prompting educators, policymakers, and researchers to critically examine how assessments were designed and implemented. As a result, there was increased advocacy for more comprehensive assessment strategies that not only included standardized tests but also alternative assessment methods that accurately reflected MLs’ abilities and learning progress.

5. 2015: Every Student Succeeds Act (ESSA)

guan0472 — 2025-04-03 15:43:35 UTC

The Every Student Succeeds Act replaced NCLB, aiming to reduce federal involvement in public schools and return authority to states and local districts. ESSA signifies a shift in federal policy regarding education and assessment, reflecting an ongoing effort to address the complexities of assessing MLs and the need for more flexible and appropriate assessment practices. One of the most critical aspects of ESSA is its recognition of the complexities involved in assessing multilingual learners (MLs). Traditionally, standardized assessments have imposed uniform expectations that may not accurately reflect the capabilities of students who are still acquiring proficiency in English. ESSA encourages the adoption of more flexible and appropriate assessment practices, allowing educators to evaluate students in ways that are fair and supportive of their language development. This shift is vital in promoting equity in education, ensuring that every student, regardless of their linguistic background, receives a fair opportunity to demonstrate their knowledge and skills.