1. Putting English Language Learners on the Educational Map: The No Child Left Behind Act Implemented. Education in Focus: Urban Institute Policy Brief
- Author
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Urban Inst., Washington, DC., de Cohen, Clemencia Cosentino, and Clewell, Beatriz Chu
- Abstract
To expand knowledge about young immigrant populations and to document how the No Child Left Behind Act (NCLB) affects the education of English language learner (ELL) and limited English proficient (LEP) students, the Urban Institute was funded by the Foundation for Child Development to undertake a series of reports. This policy brief draws on this work to address the main question guiding the series: "has NCLB improved education for ELLs as schools have become accountable for these students' performance?" This question applies not only to the educational levels subject to the law but to pre-K as well, for which there have been spillover effects. After presenting an overview of the ELL population's demographic profile, this brief focuses on the findings of the statistical portrait of schools and the case studies to answer the main research question. The findings reveal that, while implementation of NCLB in high-LEP schools has resulted in some problems for ELL students' education, the net effect of the law has been positive because it has (1) increased attention paid to ELL students; (2) increased the alignment of curriculum, instruction, professional development, and testing; and (3) raised the bar for ELL student achievement. The brief discusses the implications of the findings and gives recommendations for strengthening the potentially positive effects of NCLB on the education of ELL students. By documenting the benefits of spillover effects of the law on pre-K education, the brief also looks ahead to the reauthorization of NCLB and the implications of expanding the law to include this educational level. (Contains 5 figures and 7 endnotes.)
- Published
- 2007