Vol. 117 in the Bilingual education & bilingualism series.

Also available as an ebook.

Includes bibliographical references and index.

Introduction
Language-minoritized Bilingual Test-takers in the United States -- Tests and Assessments -- Brief Histories of Testing -- Overview of the Book

1. Conceptualizing a Historical Narrative of Social Consequences
Conceptualizing Histories of Discrimination -- Validity and Language-minoritized Bilinguals -- The Task That Follows

Part I: Immigration Policy in the United States — Pre-Civil War Period — Post-Civil War Period — World War I era — World War II and the Beginning of the Cold War—  Civil Rights Discussions — Immigration During the Civil Rights Movement and Vietnam War — Amnesty — The 'War on Terror' — Summary

2. Seeking Access to Civic Participation
Literacy Testing — Naturalization and Citizenship — Testing in the Military — Discussion

3. Seeking Entry into the United States: A Focus on Ellis Island and Angel Island Ports of Entry
Ellis Island — Angel Island — Discussion

Part 2: Educational Trends — Early Court Cases About Language Education — Legislation on Bilingual Education — Bilingual Education and Segregation — Federal Policy Shifts with NCLB and ESSA — Summary

4. Seeking Education in K-12 Schools
ntelligence Testing — Standardized Testing of Content and English Proficiency — Discussion

5. Seeking Higher Education
College Admission Testing — English Proficiency Testing — Discussion

Concluding Thoughts
Language-minoritized Bilinguals as Intersectional Individuals — Language-minoritized Bilinguals and Histories of Discrimination — Thoughts Moving Forward

References

Index

"This book constructs a historical narrative to examine the social consequences of testing faced by language-minoritized bilinguals in the United States. These consequences are understood with respect to what language-minoritized bilinguals faced when they have sought (1) access to civic participation (2) entry into the United States, (3) education in K-12 Schools, and (4) higher education opportunities. By centering the test-taker perspective with a use-oriented testing approach, the historical narrative describes the cumulative nature of these consequences for this community of individuals, which demonstrates how the mechanism of testing – often in conjunction with other structural and political forces – has contributed to the historic, systemic marginalization of language-minoritized bilinguals in the United States. By viewing these experiences with respect to consequential validity, the book poses questions to those involved in testing to not only acknowledge these histories, but to actively and explicitly incorporate efforts to dismantle these legacies of discrimination. The conclusions drawn from the historical analysis add an important perspective for educators and researchers concerned with inequities in the testing of language-minoritized bilinguals." (Book Cover)