AbediJ. (2002). Standardized achievement tests and English language learners: Psycho-metrics issues. Educational Assessment, 8(3), 231—257.
2.
AbediJ. (2004a). Who is LEP? Manuscript submitted for publication.
3.
AbediJ. (2004b). What is the role of research in accommodation decision-making for English language learner? Paper presented at the 2004 annual meeting of the American Educational Research Association in San Diego.
4.
AbediJ., and HejriF. (2004). Accommodations in the National Assessment of Educational Progress for students with limited English proficiency. Applied Measurement in Education, 17(4), 371—392.
5.
AbediJ., HofstetterC., and LordC. (2004). Assessment accommodations for English language learners: Implications for policy-based empirical research. Review of Educational Research, 74(1), 1—28.
6.
AbediJ., and LeonS. (2003). LEP classification. Los Angeles: University of California, Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing.
7.
AbediJ., LeonS., and MirochaJ. (2003). Impact of student language background on content-based performance: Analyses of extant data (CSE Technical Report 603). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
8.
AbediJ., and LordC. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14(3), 219—234.
9.
AbediJ., LordC., and HofstetterC. (1998). Impact of selected background variables on students’ NAEP math performance (CSE Technical Report 478). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
10.
AbediJ., LordC., HofstetterC., and BakerE. (2000). Impact of accommodation strategies on English language learners’ test performance. Educational Measurement: Issues and Practice, 19(3), 16—26.
11.
AbediJ., LordC., and PlummerJ. (1997). Language background as a variable in NAEP mathematics performance (CSE Technical Report 429). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
12.
Aguirre-MuñozZ., and BakerE. L. (1997). Improving the equity and validity of assessment-based information systems (CSE Technical Report 462). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
13.
AllenM. J., and YenW. M. (1979). Introduction to measurement theory. Monterey, CA: Brooks/Cole.
14.
American Educational Research Association, American Psychological Association & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
15.
CumminsJ. (1984). Bilingualism and special education. San Diego, CA: College Hill Press.
16.
CumminsJ. (1989). Empowering minority students. Sacramento: California Association for Bilingual Education.
17.
CumminsD. D., KintschW., ReusserK., and WeimerR. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20(4), 405—438.
18.
De CorteE., VerschaffelL., and DeWinL. (1985). Influence of rewording verbal problems on children's problem representations and solutions. Journal of Educational Psychology, 77(4), 460—470.
19.
GrissomJ. B. (2004). Reclassification of English language learners. Education Policy Analysis Archives, 12(36). Retrieved September 3, 2004, from http://epaa.asu.edu/epaa/v12n36/
20.
HakutaK., and BeattyA. (Eds.) (2000). Testing English-language learners in U.S. schools. Washington, DC: National Academies Press.
21.
HaladynaT. M., and DowningS. M. (2004). Construct-irrelevant variance in high-stakes testing. Educational Measurement: Issues and Practice, 23(1), 17—27.
22.
HambletonR. K. (2001). The next generation of the ITC test translation and application guidelines. European Journal of Psychological Assessment, 17(3), 164—172.
23.
HambletonR. K., and PatsulaL. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1, 1—12.
24.
HawkinsM. R. (2004). Researching English language and literacy development in schools. Educational Researcher, 33(3), 14—25.
25.
HudsonT. (1983). Correspondences and numerical differences between disjoint sets. Child Development, 54, 84—90.
26.
Improving America's Schools Act of 1994 (IASA), Pub. L. No. 103-382, 108 Stat. 4056 (1994).
27.
KindlerA. L. (2002). Survey of the states’ limited English proficient students & available educational programs and services, 2000–2001 Summary Report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.
28.
KiplingerV. L., HaugC. A., and AbediJ. (2000, April). Measuring math–not reading–on a math assessment: A language accommodations study of English language learners and other special populations. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
29.
KirkR. E. (1995). Experimental design, procedures for the behavioral sciences. Pacific Grove, CA: Brooks/Cole Publishing Company.
30.
NicholsLau v.. (1974). No. 72-6520, 414 U.S. 56.
31.
LinnR. L., and GronlundN. E. (1995). Measuring and assessment in teaching (7th ed.). Englewood Cliffs, NJ: Prentice-Hall.
32.
LutkusA. D., and MazzeoJ. (2003). Including special-needs students in the NAEP 1998 reading assessment. Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Statistics.
33.
MaihoffN. A. (2002, June). Using Delaware data in making decisions regarding the education of LEP students. Paper presented at the Council of Chief State School Officers 32nd Annual National Conference on Large-Scale Assessment, Palm Desert, CA.
34.
MazzeoJ., CarlsonJ. E., VoelklK. E., and LutkusA. D. (2000). Increasing the participation of special needs students in NAEP: A report on 1996 NAEP research activities (NCES Publication 2000-473). Washington, DC: National Center for Education Statistics.
35.
MessickS. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13—23.
36.
No Child Left Behind Act of 2001, Pub. L. 107-110, 115 Stat. 1425 (2002).
37.
PellegrinoJ. W., ChudowskyN., and GlaserR. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press.
38.
RamirezJ., YuenS., RameyD., and BillingsD. (1991). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit bilingual education programs for language minority children (Vols. 1, 11) (No. 300-87-0156). San Mateo, CA: Aguirre International.
39.
RileyM. S., GreenoJ. G., and HellerJ. I. (1983). Development of children's problem-solving ability in arithmetic. In and and GinsburgH.P. (Ed.), The development of mathematical thinking (pp. 153—196). New York: Academic Press.
40.
RiveraC. (2003, June). State assessment policies for English language learners. Paper presented at Council of Chief State School Officers 33rd Annual National Conference on Large-Scale Assessment, San Antonio, TX.
41.
RiveraC., and StansfieldC. W. (2001, April). The effects of linguistic simplification of science test items on performance of limited English proficient and monolingual English-speaking students. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
42.
RiveraC., StansfieldC. W., ScialdoneL., and SharkeyM. (2000). An analysis of state policies for the inclusion and accommodation of English language learners in state assessment programs during 1998–1999. Arlington, VA: The George Washington University, Center for Equity and Excellence in Education.
43.
SalviaJ., and YsseldykeJ. (1998). Assessment. Boston: Houghton Mifflin.
44.
SandovalJ., and DuránR.P. (1998). The influence of language: Interpreting tests given to non-native English speakers. In and and SandovalJ. (Ed.), Test interpretation and diversity. Washington, DC: American Pschological Association.
45.
SireciS. G., LiS., and ScarpatiS. (2003). The effects of test accommodation on test performance: A review of the literature (Center for Educational Assessment Research Report 485). Amherst: University of Massachusetts.
46.
Solano-FloresG., and TrumbullE. (2003). Examining language in context: The need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, 32(2), 3—13.
47.
SteeleC. M., and AronsonJ. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797—811.
48.
StiefelL., SchwartzA. E., and CongerD. (2003, February). Language proficiency and home languages of students in New York City elementary and middle schools. Taub Working Paper. New York: Taub Urban Research Center, New York University. Retrieved from http://www.urban.nyu.edu/education/nyclanguage.pdf