The use of the California English Language Development Test in English learner program design

The purpose of this study was to examine EL program administrators' mental models of standardized CELDT assessment data as a decision-making tool in EL program design and decisions. In addition the purpose was to examine EL program administrators' mental models of second language acquisition, and their use of CELDT assessment data in making EL program decisions. This study applied the following questions to the use of CELDT assessment data in EL program design: (a) What are EL program administrators' mental models about the use of CELDT assessment data? (b) What are EL program administrators' mental models of second language acquisition theory? and (c) What are the relationships among EL program administrators' mental models of second language acquisition theory and their use of CELDT assessment data in decision-making for EL program design?; The literature review begins with an overview of organizational learning theories followed by specific applications of such theories to public school organizations. Discussion then turns to the literature and research on second language acquisition theory and EL program design as it applies to this study. Focus then turns to a review of the research on the utilization of assessment data in public school organizations.; A survey was developed specifically for this study. The survey was organized in three sections (1) use of CELDT data, (2) CELDT in EL programs, and (3) second language acquisition. A total of 66 statements explored four mental models held by EL program administrators: (a) CELDT for general use, (b) CELDT for program design, (c) CELDT for classifying students, and (d) CELDT for measuring EL skills.; The data gathered in the study measured EL program administrators' attitudes about CELDT assessment data and the use of CELDT assessment data in EL program design, as well as their mental models of various second language acquisition theories. A conclusion drawn from this study is that mental models regarding the use and validity of standardized assessment tools significantly influence the interplay of organizational learning, pedagogical theories, and academic program designs. Therefore, EL program design cannot be managed entirely as an organizational problem without considering EL program administrators' mental models of second language acquisition theory.