The California English Language Development Test

Paper Summary:

This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.

Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion

From the Paper:

"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."

Sample of Sources Used:

• Gandara, P., Rumberger, R., Maxwell-Jolly, J. and Callahan, R., (2003). English Learners in California Schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11 (36).
• Garcia, P. (2003). The use of high school exit examinations in four southwestern states. Bilingual Research Journal. Vol 23 (3). 431 - 450.
• Garcia, P. A. & Gopal, M. (2003). The relationship to achievement on the California Exit Exam for language minority students. NABE Journal of Research and Practice. 123 - 137.
• Katz, A., Low, P., Stack., J., & Tsang, S. (2004). A study of content area assessment for English language learners. Prepared for the Office of English Language Acquisition and Academic Achievement; U.S. Department of Education. Retrieved 27 November 2006 from http://www.arcassociates.org/files/CAELLRpt9-04.pdf
• Krashen, S. (2006). Improvement in California? What CELDT scores really tell us. A position paper prepared for the National Association for Bilingual Education. Retreived 28 November 2006 from http://www.nabe.org/documents/research/krashen_celdt.pdf

More papers on The California English Language Development Test:

• Analytical Essay # 131005 : "CELDT and Second Language Students' Achievements"
• Term Paper # 94407 : "California High School Exit Examination"
• Essay # 7996 : "Gifted and Talented Education Program"

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