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No Child Left Behind Act: Assistance from Education Could Help States Better Measure Progress of Students with Limited English Proficiency. Report to Congressional Requesters. GAO-06-815
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Shaul, Marnie S. – Government Accountability Office, 2006
In school year 2003-2004, state data showed that the percentage of students with limited English proficiency scoring proficient on a state's language arts and mathematics tests was lower than the state's annual progress goals in nearly two-thirds of the 48 states for which data was obtained. To help these students progress academically, state and…
Descriptors: Federal Legislation, State Standards, Scores, Language Arts