jnegroeducation.83.4.0433.pdf - Journal of Negro Education...

Journal of Negro Education
Assessment of Content and Language in Light of the New Standards: Challenges and
Opportunities for English Language Learners
Author(s): Kenji Hakuta
Source: The Journal of Negro Education , Vol. 83, No. 4, Special Focus Topics: Diversity,
Equity and Excellence with Education Values, Satisfaction, and Experiences (Fall 2014), pp.
433-441
Published by: Journal of Negro Education
Stable URL:
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The Journal of Negro Education, 83 (4), 433-441
Assessment of Content and Language in Light of the
New Standards: Challenges and Opportunities for
English Language Learners
Kenji Hakuta Stanford University
This article plays out an imagined scenario in 2017 (3 years hence) for the assessment of English
language learners, based on assumptions about what the author knows of the Common Core State
Standards and how this most recent wave of reform will impact state and local systems in the
assessment of content and English language proficiency.
Keywords: Common Core State Standards, English language learners
C
URRENT
S
TATE OF
E
DUCATION
S
TANDARDS
The current state is as follows: The Common Core State Standards in English Language Arts and
Mathematics has been adopted in various adaptations by most 46 states (Achieve, 2013). Two
consortia of states—Partnership for Assessment of Readiness for College and Careers (PARCC -
) and Smarter Balanced Assessment Consortium (SBAC -
)—are developing assessments aligned to these standards for
implementation in Spring, 2015. In addition, the Next Generation Science Standards, based on the
National Research Council framework for K-12 science (National Research Council, 2012), has been
adopted by multiple states.
What is already clearly evident in the substance of the Common Core as well as the Next
Generation Science Standards is the prominence of language—not just language as in parts of speech,
grammar, and vocabulary, but also high levels of language embedded in the instructional actions