Abstract
<jats:title>Abstract</jats:title> <jats:p>School achievement is typically measured through student performance on subject area tests, which are informed by content standards. Tests in subject areas such as math, science, and English language arts are often given to students at the end of each school year, and the scores are used to make academic decisions for students in subsequent grades. However, these tests are likely to present a unique set of challenges for English Learners (ELs), who are held to the same requirement of demonstrating mastery of content on standards‐based tests as their non‐EL counterparts. In this entry, we discuss key issues related to standards‐based instruction and subject area tests with ELs, including construct‐irrelevant variance, testing accommodations, and innovations in classroom‐based assessment, with a focus on how these issues have played out in the US context.</jats:p>