The No Child Left Behind Act and English Language Learners
Assessment and Accountability Issues
Bibliographic Data
| ID | 9734951 |
|---|---|
| Authors | Jamal Abedi (The UCLA Graduate School of Education and Information Studies and a senior researcher at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 300 Charles E. Young Drive North, GSEIS Building, 3rd Floor, Los Angeles, CA 90095-1522 His recent studies have focused on the effects of linguistic factors and accommodations on English language learners, corresponding author) |
| Year | 2004 |
| Volume | 33 |
| Issue | 1 |
| Pages | 4-14 |
| Publication date | 2004-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x033001004 |
| OpenAlex | W2116668395 |
| Language | EN |
| Citations received | 107 |
| References cited | 16 |
There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup’s lack of stability also threatens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB’s mandates may unintentionally place undue pressure on schools with high numbers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability
Accountability · Language assessment · Language proficiency · Limited English proficiency · Mathematics education · No child left behind · Pedagogy · Political science · Population · Sociology · Standardized test · Demography · Education Systems and Policy · Law · Psychology · Reading and Literacy Development · School Choice and Performance
Evaluating and Rewarding Teachers
Assessment of Young English‐Language Learners
Language Testing and Accountability
Within-Group Diversity in Minority Disproportionate Representation
Achieving Equity in Special Education
Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools
Assessing Multilingual Competencies
Assessment Accommodations for English Language Learners
High Stakes Testing
English Language Teaching Problems in the Nomadic Society in Iran
Authority over power in English learner accountability policies
The dynamics of multilingual assessment
Türkiye’de Zihinsel Yetersizliği Olan Bireylerin Eğitsel Tanılama ve Eğitsel Değerlendirme Süreçlerine İlişkin Yapılan Araştırmaların İncelenmesi
Exploring the impact of a Call tool for emergent bilinguals
Se Acabaron Las Palabras
Shining Light on Ethical Uses of Data in Education
Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments
A literature synthesis of curriculum‐based measurement in writing for English learners
Teachers caring for students and students caring for math
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities
“I start learning English through speaking”
Contesting math as the universal language
Long-term English learners’ mathematics course trajectories
Spotlight on “Long-Term English Language Learners”
How different are English learners from their native English -speaking peers? Evidence of equivalent lexical competence in classroom conversations
Beyond deficit assessment in bilingual primary schools
High stakes testing, bilingual education and language endangerment
Classification accuracy and consistency indices for complex decision rules in multidimensional item response theory
Differential and long-term language impact on math
The challenges of the Ontario Secondary School Literacy Test for second language students
Do decision rules matter? A descriptive study of English language proficiency assessment classifications for English-language learners and native English speakers in fifth grade
Teaching and Learning amid Demographic Change
Systematized Discrimination
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
First-Grade Latino English-Language Learners’ Performance on Story Problems in English Versus Spanish
The Appropriateness of the NC State-Mandated Reading Competency Test for Deaf Students as a Criterion for High School Graduation
Can the LCFF Improve Teaching and Learning for EL Students? A Review of the Emerging Research in California and Directions for Future Implementation
Charting the Relationship of English Learners and the Esea
Team teaching among mixed messages
Marginalizing English as a second language teacher expertise
A bilingual education for a monolingual test? The pressure to prepare for Taks and its influence on choices for language of instruction in Texas elementary bilingual classrooms
No child left behind
Culturally sustaining pedagogy within monolingual language policy
Transnational English language learners fighting on an unlevel playing field
High-stakes math tests
Citizenship status and language education policy in an emerging Latino community in the United States
Navigating competing policy demands
Adapting an Empirically Supported Intervention for a New Population and Setting
High-Stakes Testing and Latina/o Students
Shifting Deficit Paradigms of Latino Emerging Bilingual Students’ Literacy Achievement
Accountability by Assumption
Mathematical Classroom Discussion as an Equitable Practice
Disrupting Evasion Pedagogies
Contesting the “Standard Prosody Myth” Through a Multilingual Lens
English Language Learners Left Behind in Arizona
The Ameliorating Effects of High Socioeconomic Status
Equity of Literacy-Based Math Performance Assessments for English Language Learners
Classifying Language-Minority Students
The need for nuance
Universalist and Differentialist Approaches to Instruction for High-School-Age Immigrants
Counternarratives of English learners with disabilities
The decline of the myopic American imperial project, the ‘Great Experiment’ for education, and a conversation beyond the boundaries
Multilingualism and speech-language competence in early childhood
Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children
Language testing
Raising standards in American schools? Problems with improving teacher quality
Classroom assessment and English Language Learners
The indigenous achievement gap in Mexico
The Effects of Changing Test‐Based Policies for Reclassifying English Learners
Accountability in American education as a rhetoric and a technology of governmentality
Raising standards in American schools
Emergent bilingual students in secondary school
Language Instruction Educational Programs and Academic Achievement of Latino English Learners
Where Does the Money Go? Trends in Supporting California English Learners in District Local Control Accountability Plans
Linguistic and cultural effects on the attainment of ethnic minority students
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
Obscuring Equity in Dual Language Bilingual Education
I Would Purposely Try to Keep them Separated”
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners
Agency in Constrained Spaces
English‐Language Learners' Reading Achievement
Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency
Accommodation for Challenge, Diversity and Variance in Human Characteristics
Early mathematics achievement trajectories
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
The Effects of Test Translation on Young English Learners’ Mathematics Performance
Measuring Academic Proficiency Under the No Child Left Behind Act
Fully Accounting for English Learner Performance
The Undereducation and Overcriminalization of U.S. Latinas/os
I’m Not Going to Be, Like, for the AP”
Dilemmas in Scaling Up Innovations in Elementary Science Instruction With Nonmainstream Students
English Learner Labeling
Academic Tracking of English Learners With Disabilities in Middle School
Indiana Emergent Bilingual Student Time to Reclassification
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Language and Literacy for a New Mainstream
A School Divided
Education Politics and Policy
Examining the Impact of Charter Schools on Performance in Traditional Public Schools
Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling
Improving Schooling for Language-Minority Children
Experimental Design: Procedures for the Behavioral Sciences
The Language Factor in Mathematics Tests
Linguistic and Cultural Influences on Learning Mathematics
Factors Influencing the English Reading Test Performance of Spanish-Speaking Hispanic Children
The Interplay of Evidence and Consequences in the Validation of Performance Assessments
Examining Language in Context
| Unique citing works | 107 |
|---|---|
| Citations per year | 4,86 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 107 |