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Sáenz, Claudia V. – ProQuest LLC, 2022
The purpose of this quantitative study was to determine whether school type (Title I versus non-Title I), English learner (EL) student percentage, and low-socioeconomic status (low-SES) student percentage could statistically predict the percentage of third-grade students who perform at the Meets Grade Level (MGL) performance on the State of Texas…
Descriptors: Reading Achievement, Grade 3, English (Second Language), Second Language Learning
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Stoker, Ginger; Arellano, Brenda; Lee Hoon, Dong – Regional Educational Laboratory Southwest, 2022
New Mexico's Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner…
Descriptors: American Indian Students, English Language Learners, Instructional Program Divisions, English (Second Language)
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Regional Educational Laboratory Southwest, 2022
The "English Language Development among American Indian English Learner Students in New Mexico" study examined ways to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial…
Descriptors: English Language Learners, Second Language Learning, Second Language Instruction, English (Second Language)
Huebeler, Amy; Baenen, Nancy – Wake County Public School System, 2015
We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this…
Descriptors: Limited English Speaking, English (Second Language), Second Language Learning, Language Proficiency
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Hopewell, Susan; Escamilla, Kathy – Journal of Literacy Research, 2014
Data systems that use monolingual language frameworks to understand the reading achievement of third-grade students provide inadequate information about emerging bilingual (EB) learners. The authors of this research study apply two competing ideologies (parallel monolingualism and holistic bilingualism) to interpret one set of data. Their findings…
Descriptors: Literacy, Bilingualism, Reading Difficulties, Reading Achievement
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Pacheco, Mariana – Reading Research Quarterly, 2010
This case study of reading activity in third-grade bilingual classrooms at a state-sanctioned "successful" school examines the influences of the California accountability framework--Proposition 227, No Child Left Behind, and the federal Reading First program--on shifting beliefs and practices around what "counts" as reading.…
Descriptors: Federal Legislation, Bilingual Education, Reading Achievement, Bilingualism
Russakoff, Dale – Foundation for Child Development, 2011
In 1974, the United States Supreme Court ruled in "Lau v. Nichols" that 1,800 Chinese-speaking children in the San Francisco public schools were entitled to English-language instruction or other support to help them understand what was happening in their classrooms. Thirty-six years later, state and local responsibilities to public…
Descriptors: Academic Achievement, Achievement Gap, English (Second Language), Speech Communication
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Taylor, Carolyn; Lafayette, Robert – Modern Language Journal, 2010
The No Child Left Behind Act of 2001 established foreign languages as a core curricular content area; however, instructional emphasis continues to be placed on curricular areas that factor into state educational accountability programs. The present study explored whether foreign language study of first-year Grade 3 foreign language students who…
Descriptors: Federal Legislation, Educational Assessment, Academic Achievement, Second Language Learning
Jasmer, Shelby – ProQuest LLC, 2010
With the onset of No Child left behind legislation, the English Language Learner (ELL) subgroup gained new attention. Schools and districts failing to meet accountability targets began to seek out programs and strategies that would better ensure the academic progress of those students who were learning grade-level content while learning English.…
Descriptors: Experimental Groups, Urban Schools, Reading Comprehension, Federal Legislation
Smiley-Blanton, Regina – ProQuest LLC, 2010
The No Child Left Behind Act (NCLB) requires that all public school students, including English language learners, achieve proficiency in reading, math, and science by 2014 as measured on state assessments. English language learners enrolled in public schools for the first time receive a 1-year deferment from these state assessments in subjects…
Descriptors: Evidence, Federal Legislation, Second Language Learning, Grade 3
Shaw, Tommetta – ProQuest LLC, 2010
Increasing standardized test scores in reading and math is of high importance to the California Department of Education to meet requirements mandated by the No Child Left Behind (NCLB) act of 2001. More research is needed to understand the best ways to improve tests scores to meet concerns of the NCLB act. The purpose of the study was to evaluate…
Descriptors: Traditional Schools, Test Results, Immersion Programs, Federal Legislation
Conger, Dylan – Institute for Education and Social Policy, New York University, 2008
The No Child Left Behind Act requires schools to begin testing new English Learners (EL) in English language arts within three years after they enter school and holds schools accountable for their performance on these exams. Yet very little empirical work has examined exactly how long it takes EL students to become proficient in English and how…
Descriptors: Testing, Second Language Learning, Probability, Student Characteristics
Wright, Wayne E.; Pu, Chang – Education Policy Research Unit, 2005
This report reveals the problems with claims made by Arizona state public education officials that English Language Learners (ELLs) are thriving under English-only instruction. The No Child Left Behind Act of 2001 (NCLB) and the state's accountability system, Arizona LEARNS, require all students, including ELLs, to participate in statewide…
Descriptors: State Legislation, Educational Legislation, Language of Instruction, Immersion Programs
Carolyn Joyce Taylor-Ward – ProQuest LLC, 2003
The passage of the federal educational legislation, No Child Left Behind Act of 2001, established foreign languages as a core curricular content area. Nonetheless, educational policy makers at the state and local levels often opt to allocate greater resources and give instructional priority to content areas in which students, and ultimately the…
Descriptors: Grade 3, Grade 4, Grade 5, Academic Achievement
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Taylor, Carolyn – Learning Languages, 2004
The passage of the federal No Child Left Behind Act of 2001 established foreign languages as a core curricular area. Nonetheless, educational policymakers at the state and local levels often opt to allocate greater resources and give instructional priority to content areas in which students, and ultimately the school systems themselves, are held…
Descriptors: Academic Achievement, Achievement Tests, Standardized Tests, Accountability
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