This volume fills a gap in scholarship by offering a focused and extensive examination of states' policies and practices for including English language learners in state educational assessment programs.

Presents three significant studies, each examining a different aspect of US states' strategies for including English language learners in state assessments.

"...groundbreaking...comprehensive and detailed...comprehensive in conception, rich in detail, and written by foremost authorities in the filed, [this book] promises to be widely and profitably use by those responsible for the quality of the education offered in our public schools as well as by researchers in the field."--PsycCRITIQUES, November 15, 2006, Vol. 51, No. 46 "Recommended"-CHOICE