Testing relaxed for those learning English

Thursday, Feb. 19, 2004 | 11:40 a.m.

SUN STAFF AND WIRE REPORTS

WASHINGTON -- Schools are getting more flexibility in how they test and measure the progress of students with limited English skills as the Bush administration again tries to address concerns over the government's education overhaul.

A policy announced this morning offers two broad changes for some of the 5.5 million public school students learning English as a second language. In turn, many districts and schools may find it easier to make yearly progress goals and avoid federal penalties under the No Child Left Behind Law.

In their first year at a U.S. school, students with limited English skills will be allowed to take only a test in how well they know the language. That means the formerly required test in reading and writing academic ability will become optional.

Schools could count these students toward meeting the law's test participation rate, but their reading and math scores would not have to count in school performance.

The goal is to give teachers and students more time for English instruction. The change also will take pressure off schools that get poverty aid and face penalties for failing to show enough gains among students in major racial, ethnic and other subgroups.

The second change will allow schools to consider students as having limited English skills for as long as two years after these students become proficient and leave the language program.

The point is to address a common complaint from states and schools: that English learners will never show enough math or reading achievement because their group includes only students who are behind, not the ones who improve and leave it.

The policy changes take effect immediately. The public will have a chance to comment before a final regulation is issued. The change to the federal law is "very good news," said Melba Madrid-Parra, director of the English Language Learner Program for the Clark County School District.

"It's going to be great for the district and the state," Madrid-Parra said. "This show that (the federal education department) is listening to educators, and that's good for schools and the kids." In Clark County last year 131 schools were put on the state's "watch list" for failing to show the "adequate yearly progress" required by the federal law. Several schools landed on the list solely because of low performance by ELL students.

At Tom Williams Elementary School in North Las Vegas, where 93 percent of the students are in the ELL program, the change in the law will make "a huge difference," Principal Teddie Brewer said.

"We have 1,150 student and 200 of those are new from Mexico and have never been in school before," Brewer said this morning. "That presents a real challenge for us."

Giving students more time to catch up to grade level after leaving the ELL program -- before requiring them to take subject tests in English -- will also help, Brewer said.

The changes to the law suggest the Education Department is taking into account the concerns that have been expressed by teachers and administrators since the law was unveiled in 2001, Brewer said.

"This is a step in the right direction," Brewer said. "It sounds as though they are making changes that they've realized had to happen at some point."

Nationwide some schools have ended up on a public needs improvement list and have had to offer transfers or private tutoring, based solely on the scores of English learners. Those scores are bound to go up when two years worth of tests from better English students are thrown in.

But an Education Department official familiar with the change said it makes sense because even students who pass English-language tests still have limited English skills in math and reading content.

English language learners in U.S. schools speak more than 400 languages, although 80 percent of them speak Spanish as their primary language.

The nonpartisan Center on Education Policy's recent review of the law revealed many educators considered the rules for English learners, and those for disabled students, to be unreasonable. The department has now issued changes in both areas over the past three months, reflecting a willingness, its leaders say, to respond to states and districts.

"We are listening to their issues and ideas for improvement as the law continues to be implemented," Education Secretary Rod Paige said. "Our goal is to provide the maximum flexibility while remaining faithful to the spirit of the law."

That law is causing many states concern about its costs and requirements. Almost 20 are considering different ways to opt out the law, jeopardizing federal dollars they receive.