The overrepresentation of English Language Learners (ELL) in special education in the United States has been an ongoing concern for researchers and educators for many years (Dunn, 1968). Despite these concerns, there continues to be limited research in the areas of the assessment and classification practices of school psychologists when working with ELL students. The purpose of the current study was to extend the research regarding the assessment practices of certified bilingual school psychologists when evaluating ELL students. Specifically, the current study aimed to identify whether the assessment practices of New York certified bilingual school psychologists were consistent with the legal and ethical guidelines of assessment of ELL students. Thirteen New York certified bilingual school psychologists participated in this study. The findings of this study revealed that most NY certified bilingual school psychologists adhere to professional, legal, and ethical guidelines of the assessment of ELL students; however, there continues to be inconsistencies across clinical practice. The findings suggest that bilingual school psychologists should be provided with continuing professional development in assessment practices of ELL students and school districts should implement district wide initiatives to ensure the school psychologists are following best practices when evaluating ELL students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
