No Child Left Behind and Its Effects on Language Policy

Bilingual Research Journal, 2006

In the wake of the federal No Child Left Behind legislation, standardized tests have become increasingly high-stakes. Yet English language learners (ELLs) typically score far below native English speakers, creating pressure to "teach to the test." This article shares findings from an intensive year long study in 10 New York City high schools, detailing how high-stakes tests become de facto language policy in schools. Most schools and individual educators have increased the amount of English instruction ELLs receive; however, some have instead increased native language instruction as a test preparation strategy. Curriculum and instruction focuses on test content and strategies, and English as a second language classes have become more like English language arts classes for native English speakers. In bilingual classes, tests are found to promote monolingual instruction with test translations guiding decisions about language allocation.

2008

Learners Left Behind: Standardized Testing as Language Policy is an illuminating work that addresses a topic which until now has had little attention: the effect of the federal education policy of No Child Left Behind (NCLB) on the lives of English Language Learners (ELLs) in terms of their educational experiences, particularly their language learning experiences, in the U.S. public school system. Using a mixed qualitative and quantitative research design, Menken provides data from interviews, observations, state, district, and school policy documents, standardized test results, and other sources (i.e., graduation and drop out rates) to illustrate how ELLs in ten high schools across the boroughs of New York City experience extraordinarily high failure rates on the high-stakes graduation exit exams (in English) that they must pass in order to receive a high school diploma and/or be admitted to college. In short, Menken convincingly illustrates that the standardized testing required by NCLB ". .. is in actuality a language policy, even though this is rarely discussed and nor is the law presented to the public as such" (p. 5).

Civil Rights Project …, 2006

The fundamental underlying principles of the No Child Left Behind (NCLB) Act of 2001 focus on holding all learners to high standards of learning and instruction, and in turn, increasing academic achievement of all identified subgroups in the K-12 population. One of these subgroups is ...

Educational Researcher, 2004

There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup’s lack of stability also threatens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB’s mandates may unintentionally place undue pressure on schools with high numbers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability

Education Policy Research Unit, 2005

This brief details the history of the federal government's stance with language minority students, and analyzes the implications of changes to its guiding principles made by the No Child Left Behind (NCLB) Act of 2001. With every federal re-authorization of the Elementary and Secondary Education Act prior to 2001, the importance of bilingual education had progressively appreciated. It had evolved into a program that, while giving schools greater flexibility in terms of types of programs offered, provided greater recognition of the societal benefits of bilingualism for all students, and increased support for developmental bilingual and dual-language immersion programs. The act also increasingly recognized the need to impart knowledge of the history and culture associated with the languages of language minority students. The word "bilingual" was removed entirely from NCLB, marking a dramatic shift in the guiding principles of the federal government toward these students, which they labeled, "limited English proficient," or LEP.

Education Policy Research Unit, 2005

This brief details the history of the federal government's stance with language minority students, and analyzes the implications of changes to its guiding principles made by the No Child Left Behind (NCLB) Act of 2001. With every federal re-authorization of the Elementary and Secondary Education Act prior to 2001, the importance of bilingual education had progressively appreciated. It had evolved into a program that, while giving schools greater flexibility in terms of types of programs offered, provided greater recognition of the societal benefits of bilingualism for all students, and increased support for developmental bilingual and dual-language immersion programs. The act also increasingly recognized the need to impart knowledge of the history and culture associated with the languages of language minority students. The word "bilingual" was removed entirely from NCLB, marking a dramatic shift in the guiding principles of the federal government toward these students, which they labeled, "limited English proficient," or LEP.

Education Review, 2009

Theory Into Practice, 2010

This article highlights key issues surrounding the assessment and accountability mandates of No Child Left Behind (NCLB) for English language learners (ELLs). The policy requires highstakes testing of ELLs in English-a language that these students, by definition, have not yet mastered. After offering background on current federal education legislation, this article shares findings from a word frequency analysis of actual statewide exams. This analysis reveals that even academic content tests are linguistically complex, using words likely unknown by an ELL, which clarifies why testing poses unique challenges for this student population. Analyses of recent ELL performance data on high-stakes tests are also provided, which document why these students and

Language Policy, 2005

For more than three decades U.S. language education policy was realized through the Bilingual Education Act (BEA), enacted in 1968 to meet the educational needs of language minority students. The BEA emphasized bilingual education and provided options for the development of students' native language as well as their English language proficiency and academic achievement. In 2002 the BEA was replaced with the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Current policy implicitly repeals the BEA and emphasizes the need for schools to quickly develop students' English language proficiency and move them to English only classrooms. Drawing on Ricento and Hornberger's (1996) "onion metaphor" for the multi-layered nature of language planning and policy, this paper considers the potential impact changes in language education policy may have on programs and practices for language minority students. A summary of interview responses from a small sample of Southern Oregon educators adds an on the ground perspective.