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No Child Left Behind Act: Education Assistance Could Help States Better Measure Progress of Students with Limited English Proficiency. Testimony before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, House of Representatives. GAO-07-646T

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Bibliographic Details
Title: No Child Left Behind Act: Education Assistance Could Help States Better Measure Progress of Students with Limited English Proficiency. Testimony before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, House of Representatives. GAO-07-646T
Language: English
Authors: Ashby, Cornelia M., General Accounting Office, Washington, DC.
Source: Government Accountability Office. 2007.
Availability: US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao/gov
Peer Reviewed: N
Page Count: 24
Publication Date: 2007
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Federal Legislation, Test Results, State Surveys, Elementary Secondary Education, Language Proficiency, English (Second Language), Academic Achievement, Limited English Speaking, Educational Legislation, Test Bias, Test Validity, Student Evaluation, Federal Government, Evaluation Methods, Research Needs, Federal Programs, Accountability, Testing Accommodations
Geographic Terms: California, Nebraska, New York, North Carolina, Texas
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Abstract: The No Child Left Behind Act of 2001 (NCLBA) focused attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This testimony describes: (1) the extent to which these students are meeting annual academic progress goals; (2) what states have done to ensure the validity of their academic assessments; (3) what states are doing to ensure the validity of their English language proficiency assessments; and (4) how the U.S. Department of Education (Education) is supporting states' efforts to meet NCLBA's assessment requirements for these students. This testimony is based on a July 2006 report (GAO-06-815). To collect the information for this report, the US Government Accountability Office (GAO) convened a group of experts and studied five states (California, Nebraska, New York, North Carolina, and Texas). The GAO also conducted a state survey and reviewed state and Education documents. The GAO report recommended that Education: (1) support research on accommodations; (2) identify and provide technical support states need to ensure the validity of academic assessments; (3) publish additional guidance on requirements for assessing English language proficiency; and (4) explore ways to provide additional flexibility for measuring annual progress for these students. Education generally agreed with GAO's recommendations and has taken a number of steps to address them. (Contains 2 figures, 1 table, and 11 footnotes.) [This report was produced by the US Government Accountability Office.]
Abstractor: ERIC
Entry Date: 2007
Accession Number: ED495965
Database: ERIC
Description
Abstract:The No Child Left Behind Act of 2001 (NCLBA) focused attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This testimony describes: (1) the extent to which these students are meeting annual academic progress goals; (2) what states have done to ensure the validity of their academic assessments; (3) what states are doing to ensure the validity of their English language proficiency assessments; and (4) how the U.S. Department of Education (Education) is supporting states' efforts to meet NCLBA's assessment requirements for these students. This testimony is based on a July 2006 report (GAO-06-815). To collect the information for this report, the US Government Accountability Office (GAO) convened a group of experts and studied five states (California, Nebraska, New York, North Carolina, and Texas). The GAO also conducted a state survey and reviewed state and Education documents. The GAO report recommended that Education: (1) support research on accommodations; (2) identify and provide technical support states need to ensure the validity of academic assessments; (3) publish additional guidance on requirements for assessing English language proficiency; and (4) explore ways to provide additional flexibility for measuring annual progress for these students. Education generally agreed with GAO's recommendations and has taken a number of steps to address them. (Contains 2 figures, 1 table, and 11 footnotes.) [This report was produced by the US Government Accountability Office.]