Current calls for educational reform pose a dichotomy between the promotion of higher academic achievement and the need for equitable treatment of all students. The article begins with a definition of the problem, followed by a discussion of equity issues in education in general, then equity issues in assessment, focusing on the needs of new immigrant students with limited English proficiency, and concludes with a suggested framework to address the issues. The proposed framework, N.I.S.-L.E.P., entails asking a series of key questions about assessment of new immigrant students with limited English proficiency. © 1995, Sage Publications. All rights reserved.

[No Keywords available]

[No Keywords available]