Ver artículo

This article examines the difficulties inherent to measuring bilingual program success and the need for broader and fairer assessment strategies for bilingual students. Drawing from our collective case study, we confirm that there are significant data sources available and accessible to the schools/programs but that their formats are not easily comprehensible for schools attempting to showcase their programs. We also report how the collection and compilation of assessment is primarily in the hands of the school administrators and, thus, may not be efficiently used for the improvement of teaching and learning. Despite the difficulties of data gathering and the shortcomings on the use of information, we suggest that in the schools studied, the evidence we gathered supported their perspectives on success.