No Child Left Behind: Reassessment of Academic Progress of English Learners

Autor/in	Dominguez, Olivia Reyes
Titel	No Child Left Behind: Reassessment of Academic Progress of English Learners
Quelle	(2009), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alliant International University, Fresno
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-1448-7
Schlagwörter	Hochschulschrift; Dissertation; School Restructuring; Test Results; Federal Legislation; Academic Achievement; Second Language Learning; Educational Change; Accountability; Educational Policy; Limited English Speaking; Achievement Gains; Achievement Gap; English (Second Language); Educational Assessment; Educational Indicators; Program Effectiveness; Educational Opportunities; School Choice; Professional Development; Achievement Rating + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulreformplan; Schulumwandlung; Bundesrecht; Schulleistung; Zweitsprachenerwerb; Bildungsreform; Verantwortung; Politics of education; Bildungspolitik; Achievement gain; Leistungssteigerung; English as second language; English; Second Language; Englisch als Zweitsprache; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bildungsangebot; Bildungschance; Choice of school; Schulwahl; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung
Abstract	Given the potential consequences of test results, it is important that policy makers, educators, and parents understand the empirical base underlying the use and validity of assessments for measuring the academic progress of English Learners (Abedi, Hofstetter, & Lord, 2004). In order to understand how the No Child Left Behind (NCLB) school accountability reform policy has impacted English language learner programs and students, a theoretical framework was proposed for analyzing English Learners' academic difficulties. First and foremost, the focus of this study has been the No Child Left Behind school reform policy impact on the achievement gap of English Learners. The research conducted showed how the implementation of the NCLB educational policy has affected the access, choice, and opportunities to learn for English Learners. Second, the study focused on how the No Child Left Behind school reform has impacted the professional development of the teachers of English Learners. As English Learners are included in high stakes assessments mandated by No Child Left Behind legislation, it is crucial that issues related to the test be critically evaluated relative to their use (Solorzano, 2005). The findings of the current study are that although schools have done everything the law requires, they still have not raised achievement enough to exit restructuring. Although English Learners made gradual progress and improved academically, English only students made greater progress. Although the academic gap between English Learners and English only students narrowed, school programs did not work the same for English Learners. In conclusion, English Learners continued to be at a disadvantage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10