This thesis points out the contradictions between the goals of standardized testing and the goals of dual-language elementary education. I argue that dual-language elementary schools in the New York City Department of Education would be better served by a performance assessment model to measure student and school accountability for several reasons. Performance assessment is more equitable for students who are marginalized by their race, language, or class. Many students who attend dual-language schools in the NYCDOE fall into all these categories. I will discuss in depth why standardized testing is failing students, particularly those in dual-language elementary programs. Next, I will propose that performance assessment become the new standard, and dual- language educators should join into a consortium to make this dream a reality. I present several case studies in which performance assessment is being used at a high-scale, and how these models can inform new practices within NYCDOE dual-language elementary schools. I believe that a pilot program can be test on a few schools, and eventually scaled up to encompass other dual-language schools. I will lay out a several-phase implementation plan and answer any questions that stakeholders and policymakers may have.
","abstract_html":"<p>This thesis points out the contradictions between the goals of standardized testing and the goals of dual-language elementary education. I argue that dual-language elementary schools in the New York City Department of Education would be better served by a performance assessment model to measure student and school accountability for several reasons. Performance assessment is more equitable for students who are marginalized by their race, language, or class. Many students who attend dual-language schools in the NYCDOE fall into all these categories. I will discuss in depth why standardized testing is failing students, particularly those in dual-language elementary programs. Next, I will propose that performance assessment become the new standard, and dual- language educators should join into a consortium to make this dream a reality. I present several case studies in which performance assessment is being used at a high-scale, and how these models can inform new practices within NYCDOE dual-language elementary schools. I believe that a pilot program can be test on a few schools, and eventually scaled up to encompass other dual-language schools. I will lay out a several-phase implementation plan and answer any questions that stakeholders and policymakers may have.</p>","abstract_has_math":false,"creators":["Mandel, Joliette"],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Master of Arts","degree_level":"Master","degree_discipline":"Liberal Studies","degree_department":null,"school":null,"contributors":[],"advisors":["David Bloomfield"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-01T07:00:00Z","date_published":"2022-06-01T07:00:00Z","updated_at":"2026-07-24T01:58:49Z","subjects":["Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","Elementary Education","dual language","assessment","standardized tests","performance assessment","bilingual education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/4760","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["David Bloomfield"]},{"key":"dc:creator","label":"Author","values":["Mandel, Joliette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-03-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Liberal Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","Elementary Education","dual language","assessment","standardized tests","performance assessment","bilingual education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/4760"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis points out the contradictions between the goals of standardized testing and the goals of dual-language elementary education. I argue that dual-language elementary schools in the New York City Department of Education would be better served by a performance assessment model to measure student and school accountability for several reasons. Performance assessment is more equitable for students who are marginalized by their race, language, or class. Many students who attend dual-language schools in the NYCDOE fall into all these categories. I will discuss in depth why standardized testing is failing students, particularly those in dual-language elementary programs. Next, I will propose that performance assessment become the new standard, and dual- language educators should join into a consortium to make this dream a reality. I present several case studies in which performance assessment is being used at a high-scale, and how these models can inform new practices within NYCDOE dual-language elementary schools. I believe that a pilot program can be test on a few schools, and eventually scaled up to encompass other dual-language schools. I will lay out a several-phase implementation plan and answer any questions that stakeholders and policymakers may have.
"]},{"key":"dc:title","label":"Title","values":["Equitable Assessment for Elementary Dual-Language Learners"]}]}],"canonical_facts":{"dc:contributor.advisor":["David Bloomfield"],"dc:creator":["Mandel, Joliette"],"dc:date.available":["2022-03-21T07:00:00Z"],"dc:description.abstract":["This thesis points out the contradictions between the goals of standardized testing and the goals of dual-language elementary education. I argue that dual-language elementary schools in the New York City Department of Education would be better served by a performance assessment model to measure student and school accountability for several reasons. Performance assessment is more equitable for students who are marginalized by their race, language, or class. Many students who attend dual-language schools in the NYCDOE fall into all these categories. I will discuss in depth why standardized testing is failing students, particularly those in dual-language elementary programs. Next, I will propose that performance assessment become the new standard, and dual- language educators should join into a consortium to make this dream a reality. I present several case studies in which performance assessment is being used at a high-scale, and how these models can inform new practices within NYCDOE dual-language elementary schools. I believe that a pilot program can be test on a few schools, and eventually scaled up to encompass other dual-language schools. I will lay out a several-phase implementation plan and answer any questions that stakeholders and policymakers may have.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/4760"],"dc:subject":["Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","Elementary Education","dual language","assessment","standardized tests","performance assessment","bilingual education"],"dc:title":["Equitable Assessment for Elementary Dual-Language Learners"],"thesis:degree_discipline":["Liberal Studies"],"thesis:degree_level":["Master"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T01:58:49Z"}