Classroom assessment and English Language Learners: Teachers' accommodations implementation on routine math and science tests

In a time of unprecedented educational accountability in the U.S., this mixed-methods study was conducted to explore teacher accommodations implementation when assessing ELLs during routine math and science tests. Elementary teachers in ten Pennsylvania school districts (n = 213) were surveyed about their testing practices and accommodations use, and interviews were conducted with fourth grade teachers (n = 10) about their assessment practices. Findings suggest that teachers implemented and withdrew accommodations based on students' levels of English proficiency, first language accommodations were infrequently implemented in the classroom context, and that ELLs with IEPs received more accommodations than other ELLs. Implications for policy and practice are discussed.