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NCLB and AYP

English Language Learners with Disabilities: Identification and Other State Policies and Issues

Keller-Allen, C. (2006). English Language Learners with Disabilities: Identification and Other State Policies and Issues. Project Forum, National Association of State Directors of Special Education: Alexandria, VA.

Most school districts do not have plans in place for identifying and addressing learning disabilities in ELLs. Project Forum selected and studied seven states with large or growing ELL populations. They interviewed both special education and English language learner staff to find out what policies and practices are happening at the state level and what policies they would recommend to improve the quality of education for ELLs with learning disabilities.

Improving Assessment and Accountability for ELLs in the No Child Left Behind Act

Lazarín, M. (2006). Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act. National Council of La Raza: Washington, DC.

At over 10% of the U.S. student body, English language learners in grades K-12 hold significant influence over the success of national school improvement. No Child Left Behind (NCLB) has set out to insure accountability in the academic achievement of all students, but it faces political and administrative challenges.

This report from the National Council of La Raza (NCLR) provides an overview of the assessment and accountability provisions of NCLB affecting ELLs, the challenges of implementation in various states and districts, and policy recommendations for improving the law's effectiveness for ELLs.

Language Test

Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.

The report examines the challenges associated with preparing a population that is 70 percent ELL to meet the demands of state and federal laws. Under California law, all ELL students must take state tests in English after only one year of instruction — a requirement that perpetually leaves districts like Coachella "in need of improvement." The report uses the Coachella district's case as a lens to examine the challenges we face in preparing ELL students to perform highly as well as the advantages and disadvantages of different types of assessment and accounting formulae to determine performance.

Who's Left Behind? Immigrant Children in High and Low LEP Schools

Cosentino de Cohen, C., Deterding, N., Chu Clewell, B. (2005). Who's Left Behind?: Immigrant Children in High and Low LEP Schools. Program for Evaluation and Equity Research, Urban Institute: Washington, D.C.

Are elementary schools prepared to educate English language learners in the manner required by the No Child Left Behind Act? A study by The Urban Institute found that limited English proficient (LEP) students are now highly concentrated: "nearly 70 percent of the nation's LEP students are enrolled in 10 percent of its schools." But students in low-concentration areas may be at a disadvantage.