Evaluating cultural and linguistic load of IQ scores for English language learners

ABSTRACT

The assessment of culturally and linguistically diverse (CLD) students, including students who are learning English as a second language (English language learners, ELL), is a challenge for many school psychologists who have limited training and practice opportunities with students from these populations. According to the National Center for Education Statistics, the percentage of racial/ethnic minority students enrolled in kindergarten through high school in the U.S. was 50% in 2014; and, the percentage of students who were learning English as a second language constituted 9.4% in 2014. Given the diverse demographics in public schools, the provision of state-of-the-art psychological services to children and youth from CLD backgrounds is an increasingly important concern. The present study evaluated the degree to which the Woodcock-Johnson III Cognitive Culture-Language Interpretive Matrix (C-LIM) accurately distinguishes between test scores of English-speakers and English language learners. Prior research has indicated that the C-LIM may not accurately measure the cultural and linguistic demand of standardized tests as intended. Results of the present study indicated that C-LIM individual decisions have low accuracy. Implications for school and educational psychology researchers and practitioners are discussed.

KEYWORDS:

• Cognitive assessment
• Culture-Language Interpretive Matrix
• ELL students

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Carlos O. Calderón-Tena

Dr. Carlos O. Calderón-Tena is Assistant Professor in the Department of Educational Psychology at Northern Arizona University.

Kara M. Styck

Dr. Kara M. Styck is Assistant Professor in the Department of Psychology at Northern Illinois University.

Desireé Vega

Dr. Desireé Vega is Associate Professor in the Department of Disability and Psychoeducational Studies at the University of Arizona.

John H. Kranzler

Dr. John H. Kranzler is Professor and Director of the School Psychology Program at the University of Florida.