This report begins with a discussion of the changing demographics of the population of young children, the nature of the linguistic diversity in early education settings, and the implications of this increased diversity for dual language and literacy development during the preschool years.
This is followed by a discussion of the major assessment considerations and recommendations for young English Language Learners (ELL) across the different levels of accountability.
The final sections explore ELL assessment challenges and strategies utilized to date, as well as some recommendations and policy implications for the development of more comprehensive and integrated systems of assessment for ELL children, across the different levels of accountability.