Appropriate assessment of English language learners with academic struggles remains problematic (Alvarez, 1991). The purpose of this study was to examine the diagnostic practices of a large culturally diverse district in the Southwest. The researchers collected information from the school records of 146 English language learner (ELL) students who were referred for special education services. Data indicated (a) large numbers of students have incomplete records related to their language abilities, and (b) only half of the students who were bilingual or monolingual speakers of a language other than English took cognitive testing in their native languages.
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