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Policy, NCLB & AYP

With the advent of No Child Left Behind and Reading First, education policy has gained national attention as never before. The articles in this section contain useful information for both teachers and parents on how current education policies affect assessment and instruction, especially for English language learners.

This section contains 21 articles.

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The Impact of English-Only Instructional Policies on English Learners

Policy and Accountability Requirements: Survey for Reflection and Action

The following survey is an excerpt from Chapter 3, "Policies and Accountability Requirements for English Language Learners," from English Language Learners at School: A Guide for Administrators, 2nd Edition.

ELL Advocacy: Selecting the Right Issues and Audiences

How to Create Language Policies at the Local Level

This excerpt by Rebecca Freeman Field from English Language Learners at School: A Guide for Administrators, 2nd Edition answers the following question: How do we develop a language policy that is appropriate for our school and community context?

Education Policy and Our Perception of ELL Performance

The Home Language: An English Language Learner's Most Valuable Resource

No Child Left Behind and ELLs

In this excerpt from Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, Wayne Wright offers an introduction to No Child Left Behind legislation for English language learners, including information on accountability, assessments, English language proficiency standards, and implications for ELL identification and instruction.

Crosswalks to the Common Core and Other State Academic Content Standards

ELL Policy Survey: Results

A Chronology of Federal Law and Policy Impacting Language Minority Students

Return to Bilingual Education

In this excerpt from Foundations for Multlingualism in Education: from Principles to Practice, Ester de Jong shares an overview of the history of language policy in the United States. "Return to Bilingual Education" explores the 20th-century language policies that emerged after World War II, early bilingual education programs, and the Bilingual Education Act of 1968.

Immigrant Era: Focus on Assimilation

In this excerpt from Foundations for Multlingualism in Education: from Principles to Practice, Ester de Jong shares an overview of the history of language policy in the United States. "Immigrant Era: Focus on Assimilation" discusses the debate around language and language instruction at the beginning of the 20th century, in the midst of unprecedented waves of immigration to the U.S.

Early Years: Tolerance and Repression

In this excerpt from Foundations for Multlingualism in Education: from Principles to Practice, Ester de Jong shares an overview of the history of language policy in the United States. "Early Years: Tolerance and Repression" explores the wide ranging language policies in the 18th and 19th century, from colonial acceptance and encouragement of multilingualism to later repression of the languages of Native Americans and West African slaves.

Toward a Monolingual USA? The Modern English-Only Movement

In this excerpt from Foundations for Multlingualism in Education: from Principles to Practice, Ester de Jong shares an overview of the history of language policy in the United States. "Toward a Monolingual USA? The Modern English-Only Movement" explores contemporary language policy, including No Child Left Behind and the English-Only statewide ballot initiatives in California, Arizona, and Massachusetts. In addition, de Jong explores the complexities of historic and modern attitudes towards language use and instruction throughout the U.S.

What Is an IEP?

No Child Left Behind: Eight Terms Parents Should Know

This article, adapted from the U.S. Department of Education, defines eight terms central to the No Child Left Behind Act.

No Child Left Behind: Frequently Asked Questions About Reading

The No Child Left Behind Act (NCLB) has had a major impact on the American education system since its creation in 2001. This law requires that students are evaluated each year to measure their progress in areas including reading and mathematics. This article discusses the reasons that improved reading achievement plays such an important part in NCLB, and offers an introduction to NCLB's Reading First program.

Creating an Effective Data Reporting System for ELLs

In this excerpt from Assessment and ESL: An Alternative Approach (Portage and Main, 2007), authors Barbara Law and Mary Eckes walk through the process of designing a successful reporting system for English language learners. They explain different steps of the process, including deciding who the audience for different sets of data will be and how the information will be used.

Beyond Conventional Testing to Ensure Academic Success for Students and Improve Accountability for Educators

The No Child Left Behind Act (NCLB) has upped the ante in determining accountability for school districts across the country. This article reveals ways to move beyond conventional testing methods to provide the best possible learning environment or students.

Parents' Guide to Standardized Testing

Standardized testing is one form of assessment used in schools. Find out about standardized tests, how and why schools use them, and how you can support your child in this article for parents.

Your Child's Evaluation

Evaluation is used to identify the children who are eligible for special education and the type of help they need. Find out four steps in the evaluation process, from analyzing known information to developing a program.