Access to English learner (EL) supports
Although students who do not speak fluent English face difficult hurdles, effective middle schools are delivering standards-based learning to nonnative speakers.
A 2006 report by the National Council of La Raza, the largest national Hispanic civil rights and advocacy organization in the U.S., examined the impact of the No Child Left Behind (NCLB) Act on students who are English learners (ELs). The report concluded that although full implementation of the law had not occurred by the time of the report, NCLB holds considerable promise for closing the achievement gap between ELs and other students.1
Related Links
- California's statewide assessment system, Recommendation 2—Instruction, Assessment, and Intervention, TCSII.
- California Alternate Performance Assessment (CAPA) and English learners, Recommendation 2—Instruction, Assessment, and Intervention, TCSII.
- English language development (ELD), Recommendation 2—Instruction, Assessment, and Intervention, TCSII.
- Interventions for Bilingual Students, Recommendation 2—Instruction, Assessment, and Intervention, TCSII.
- Language acquisition, Recommendation 7—Access, TCSII.
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Footnote
1 Melissa Lazarín,
Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act (PDF; Outside Source), National Council of La Raza
Issue Brief, No. 16, April 2006.