Hurdles Remain High for English-Learners

Autor/in	Zehr, Mary Ann
Titel	Hurdles Remain High for English-Learners
Quelle	In: Education Week, 27 (2008) 39, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Legislation; Educational Improvement; Standardized Tests; Academic Achievement; Accountability; English (Second Language); Reading Achievement; Mathematics Achievement; Grade 10; Educational Quality; Achievement Gains; Academic Standards; California + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Standadised tests; Standardisierter Test; Schulleistung; Verantwortung; English as second language; English; Second Language; Englisch als Zweitsprache; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Quality of education; Bildungsqualität; Achievement gain; Leistungssteigerung; Kalifornien
Abstract	Despite academic progress, standardized tests have been a handicap in school's quest to meet the yardstick for adequate yearly progress (AYP) under the federal No Child Left Behind Act. The law requires that students be tested annually in reading and math in grades 3-8 and once during high school. Schools must show sufficient gains in performance for students overall as well as for certain subgroups, including English-language learners (ELL), to make AYP and avoid possible penalties. In California, students have to score at the "proficient'' level or above on the state's high school exit exam when they first take it in 10th grade to help their schools make AYP under the federal law. Some educators say the accountability provisions of the law do not provide a complete picture of the quality of education at a school that has a high number of ELL students. They argue that the federal accountability system puts a negative label on schools that receive students who have little or no academic preparation, even though the schools may help them make significant progress. Many educators nationwide share the feeling that the NCLB law is not flexible enough to reflect the gains made by their students, particularly those with academic challenges. Some have called for changes that would let a school more precisely measure students' academic growth, rather than try to ensure that all students meet rigid academic targets. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10