Assessment of English learner students

English learners (ELs) underperform on statewide content assessments when compared to their peers who are classified as English-proficient (i.e., non-ELs), particularly on test items with a high English language demand. This chapter aims to summarize research on elementary school aged ELs' performance on content assessments and discusses three related issues including: unnecessary linguistic complexity; the need for effective, valid, and research-based accommodations specifically adapted to assist the language needs of ELs; and the need for guidelines on how to assign accommodations to ELs. Recommendations on how to improve the quality of assessments for ELs are also provided.