Solorzano, R. W. (2008).

High Stakes Testing: Issues, Implications, and Remedies for

English Language Learners. Review of Educational Research, 78(2), 260-329.

This article examined the issues related to high stakes testing of ELLs.
Specifically, issues of test use for determining academic achievement and language
proficiency and fairness issues such as validity, opportunity to learn, and inclusion
through accommodations were discussed. Most research contends that ELLs need 3 to 5
years to acquire English at reasonable levels, and 4 to 7 years to acquire academic
English proficiency; it is unclear why ELLs are put in English-only classrooms for
instruction.
As controversial as this law has been, one positive outcome is that ELL student
achievement is included specifically in the law, and educational leaders are focusing their
efforts on meeting the needs of students who are learning English as a second language.
For families of ELLs, NCLB includes provisions for family involvement and
communication in a language they understand, especially in regard to informing parents
of the kind of ELL support their child will receive.

For teachers, the law means heightened accountability in their practice, and for
many it translates into increased pressure to improve test scores. National unions, such as
the American Federation of Teachers, have made public statements regarding their
recommendations for building more equity and value in the NCLB law, and they continue
to advocate for teachers and quality education for all.

In the meantime, what to do about the tests and their many uses becomes a critical
concern for ELLs, as their scores remain low and the consequences high. Numerous
researchers, organizations, and school districts have proposed recommendations on the
proper uses of testing with ELLs. It can be difficult to have a school's success evaluated
in part by student test scores, especially when many of the students live in poverty or are
learning English. However, teachers have a unique opportunity to assist ELL students in
accelerating their academic English and content knowledge, which will lead to dramatic
improvement on tests and success in school. While it is difficult to see ELL students
worry about taking tests in a language they don't understand and to see schools and
districts receive poor ratings because they are responsible for educating large numbers of
ELL students.