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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| What Testing and Language Learning Are Synonymous | |
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| Introducting the California Context | |
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| In Ms. Romano's Classroom: Setting Goals for and with English Language Learners | |
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| Organization of the Book | |
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| High-Volume, High-Stakes Testing in Elementary Schools | |
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| Accountability and Surveillance in the Elementary Classroom | |
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| Sorting Out the Effects of Standardized Tests | |
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| A Classroom Conversation About Testing | |
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| Consequences and Solutions: What is Wrong and How to Fix lt | |
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| Using Mandated, Structured Curricula with English Language Learners | |
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| The Lure of Science and Success | |
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| Opposition to Structured Curricula | |
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| Instructional Practices and Literacy Event in the Structured Curriculum Classroom | |
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| Consequences of Using Structured Curricula | |
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| Limited Time and Available Meaningful Opportunities for ELD | |
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| Implications: What to Keep, What to Remove, What to Substitute | |
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| Grappling with the Complexities of a classroom of English Language Learners | |
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| From Beginner to English Only, and Everything in Between | |
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| Overarching Issues and Recommendations: How to Help English Language Learners | |
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| Learning to Teach in the Age of Accountability | |
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| Preparing Teacher Candidates to Teach Ells in the Age of Accountability | |
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| Assessing Teacher Candidates | |
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| Teaching in a Value-Added World | |
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| Educating and Supporting Teachers of Ells in High-Stakes Settings | |
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| Contextualizing Teacher Education in the Age of Accountability | |
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| Policy and Practice Changes in Assessment and Instruction | |
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| One Standardized, Large-Scale Content-Area Test Per Educational Level | |
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| Policy Changes in the Assessment of English Language Learners | |
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| Policy and Content Changes for Teacher Education Regarding English Language Learners | |
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| In Closing: Learning in the Age of Accountability | |
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| Notes | |
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| References | |
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| Index | |
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| About the Author | |