A Catch-22 for Language Learners.
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| Title: | A Catch-22 for Language Learners. |
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| Authors: | Wright, Wayne E.1 wayne.wright@utsa.edu. |
| Source: | Educational Leadership. Best of 2006-2007, p14-18. 5p. |
| Subject Terms: | *Limited English-proficient students, *Language policy, *Test validity, *Language & education, *Students, *Education, *Language exams, *Native language & education, *Reading ability testing, *Adequate Yearly Progress (Education), *Education policy, *English language ability testing, No Child Left Behind Act of 2001 |
| Geographic Terms: | United States |
| Abstract: | This article examines how English language learners (ELLs) are handled by the U.S. No Child Left Behind (NCLB) Act. Limited English proficient (LEP) students are included in their schools' calculations of adequate yearly progress (AYP) and must show improvement on tests or their school will be labeled as failing. It is noted that while NCLB acknowledges that LEPs lack the language abilities to take tests as native English speakers, they are nonetheless required to take the exams and the body of students making up the LEP subgroup is shifting, making it difficult to show improvement over time. The option of testing students in their native language is considered as a solution but states do not administer them because of impracticality. |
| Database: | Education Research Complete |
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