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Testing English Language Learners under No Child Left Behind
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Bunch, Michael B. – Language Testing, 2011
Title III of Public Law 107-110 (No Child Left Behind; NCLB) provided for creation of assessments of English language learners (ELLs) and established, through the Enhanced Assessment Grant program, a platform from which four consortia of states developed ELL tests aligned to rigorous statewide content standards. Those four tests (ACCESS for ELLs,…
Descriptors: Test Items, Student Evaluation, Federal Legislation, Formative Evaluation
"I Am Not a Shelter!": Stigma and Social Boundaries in Teachers' Accounts of Students' Experience in Separate "Sheltered" English Learner Classrooms
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Dabach, Dafney Blanca – Journal of Education for Students Placed at Risk, 2014
This study investigates how teachers interact with immigrant-origin youth in school-based contexts of reception that mediate youth's educational opportunities. One understudied context is sheltered instruction, where English learners (ELs) are placed into separate content-area courses to target their linguistic needs. This qualitative study…
Descriptors: Student Experience, Classroom Environment, English Language Learners, Teacher Attitudes
Shortchanging the Language-Minority Student: An Evaluation of the Manchester, New Hampshire School Department's Title VI Civil Rights Compliance Plan.
New Hampshire State Advisory Committee to the U.S. Commission on Civil Rights. – 1982
This report of the New Hampshire Advisory Committee to the U.S. Commission on Civil Rights contends that the Manchester, New Hampshire, school department has failed to provide adequate bilingual instruction for language minority students in that district, as specified by the provisions of Title VI and the "Lau v. Nichols" decision. It…
Descriptors: Bilingual Education, Compliance (Legal), Educational Discrimination, Elementary Secondary Education