Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act
Publication Date: January 2006
Special Collection: John D. and Catherine T. MacArthur Foundation
Keywords: Early childhood education; Public education; Hispanic population; limited-English-proficient (LEP)
Coverage: United States United States
This report by the National Council of La Raza examines the impact of the No Child Left Behind Act (NCLB) on English language learners (ELLs). It concludes that while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between ELLs and other students. The issue brief also provides a road map for policy-makers and school administrators for improving the law’s effectiveness for ELLs.