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	<title>Comments for The MCAS Blog</title>
	<link>http://mcasblog.childrenleftbehind.com</link>
	<description>Improving the Massachusetts Comprehensive Assessment System (MCAS)</description>
	<pubDate>Fri, 30 Jul 2010 15:25:51 +0000</pubDate>
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		<title>Comment on Welcome to the MCAS Blog! by Theresa Austin</title>
		<link>http://mcasblog.childrenleftbehind.com/2009/07/22/hello-world/#comment-4</link>
		<author>Theresa Austin</author>
		<pubDate>Mon, 03 Aug 2009 02:07:15 +0000</pubDate>
		<guid>http://mcasblog.childrenleftbehind.com/2009/07/22/hello-world/#comment-4</guid>
		<description>&lt;p&gt;Despite the research that shows it takes between&lt;br /&gt;
&#62; 4-8 years for older students and 3-7 years for younger students to&lt;br /&gt;
&#62; attain grade level proficiency in English as a second language, these&lt;br /&gt;
&#62; students are sitting for subject matter exams in English in their&lt;br /&gt;
&#62; first year in some districts. Even when they know the subject matter,&lt;br /&gt;
&#62; eg. math, science, etc,. they can not demonstrate how much they know&lt;br /&gt;
&#62; because of their language acquisition. Neither are accommodations&lt;br /&gt;
&#62; monitored to ensure they are appropriate to the level of proficiency&lt;br /&gt;
&#62; of the student  nor if the accommodations are working. Together these&lt;br /&gt;
&#62; conditions contribute to the under-representation of what these&lt;br /&gt;
&#62; students know and can do.The high rate of drop out of Latino students&lt;br /&gt;
&#62; merits further consideration.&lt;br /&gt;
&#62; Let me know if I can help in any way to direct attention to these issues.&lt;br /&gt;
&#62; Theresa Austin&lt;/p&gt;
</description>
		<content:encoded><![CDATA[<p>Despite the research that shows it takes between<br />
&gt; 4-8 years for older students and 3-7 years for younger students to<br />
&gt; attain grade level proficiency in English as a second language, these<br />
&gt; students are sitting for subject matter exams in English in their<br />
&gt; first year in some districts. Even when they know the subject matter,<br />
&gt; eg. math, science, etc,. they can not demonstrate how much they know<br />
&gt; because of their language acquisition. Neither are accommodations<br />
&gt; monitored to ensure they are appropriate to the level of proficiency<br />
&gt; of the student  nor if the accommodations are working. Together these<br />
&gt; conditions contribute to the under-representation of what these<br />
&gt; students know and can do.The high rate of drop out of Latino students<br />
&gt; merits further consideration.<br />
&gt; Let me know if I can help in any way to direct attention to these issues.<br />
&gt; Theresa Austin</p>
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