English language learners prominently perform poorly on large-scale and in-class achievement assessments for a plethora of reasons that go beyond the knowledge, skills, and abilities that the exam is designed to assess. Low achievement test results have serious repercussions for both children and instructors, especially in a time when test-based accountability is highly prevalent. 

Offering native language assessments to ESL students will allow for a fair and accurate reflection of students’ mastery of reading/language arts, math, science, and social studies concepts regardless of their proficiency in English and other factors. 

With the implementation of this federal education policy, we are able to assist teachers to understand ESL students as students with knowledge and skills that are useful in and of themselves and can therefore act as a bridge to English language growth by highlighting student’s strengths rather than their deficiencies.