This article was submitted by Joey García. After re-reading the 1994 García & Pearson article on assessment and diversity, I realized the relevance of the 2018 article to several of the questions that David and I asked at the end of the 1994 article. In the 2018 article, my doctoral student and I used qualitative case studies to examine the link between a school district’s interpretation of the Common Core State Standards (CCSS) and the Spanish literacy instruction of four dual-language teachers (K-2) in a 90-10 dual language program. We also analyzed the extent to which the teachers implemented formative assessments tied to the CCSS, which had been introduced to them through professional staff development.
The link between standard and dual language teachers’ Spanish literacy instruction and ue of formative assessments. García, G. E. & Lang, M. G. (2018).