cent, Hafner & LaCelle-Peterson, 1997). Further, there was an ongoing state and national effort at useable and meaningful test data collection that the State of North Carolina could use to develop an accountability policy for LEP student groups.
In response, North Carolina developed an assessment policy which is, according to The Council of Chief State School Officers (2001) that limited English proficient students may be exempted for up to two years, from the time a student's English language proficiency has been assessed as novice/low to intermediate/low in listening, reading, and writing. A student whose Engli
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