Accountability Reform and Responsive Assessment for Immigrant Youth

Chandler Patton Miranda, Hua Yu Sebastian Cherng

Research output: Contribution to journalArticlepeer-review


Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement standardized tests. In this article, we explore how 1 highly successful high school that works exclusively with recently arrived immigrant teenagers has incorporated PBATs into its curriculum. We find that school leaders, teachers, and students agree that the use of rigorous performance assessments accomplishes language learning, content mastery, and test preparation simultaneously.

Original languageEnglish (US)
Pages (from-to)119-126
Number of pages8
JournalTheory Into Practice
Issue number2
StatePublished - Apr 3 2018

ASJC Scopus subject areas

  • Education


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