Policy Analysis of Assessments to Award Seals of Biliteracy in Spanish in the United States

The Seal of Biliteracy (SoBL) honors high school graduates demonstrating proficiency in two or more languages, yet its policies often perpetuate inequities. Focusing on New Mexico and Spanish language assessments, I explored how the SoBL's recognition of bilingualism intersects with biases against Spanish speakers. While the SoBL aims to celebrate bilingualism, disparities arise from state-to-state variations in assessment requirements, particularly affecting Spanish-speaking students and those receiving English Language Development services. Many states rely on standardized exams that inadequately capture students’ linguistic abilities, exacerbating inequalities. Using an Open Systems policy framework and Translanguaging theory, which values students’ full linguistic repertoires, I examined SoBL requirements across the U.S., with emphasis on portfolios as alternatives to standardized tests. The findings suggest that more comprehensive assessments, like portfolios, can more fairly evaluate bilingual proficiency. The study calls for community involvement in shaping policies to meet the diverse needs of bilingual learners.