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Mora, Jill Kerper – Educational Leadership, 2009
From 1998 to 2008, voters in California, Arizona, and Massachusetts passed anti-bilingual education ballot initiatives that required English-only instruction for the vast majority of the states' English language learners. The contentious political discourse leading up to the votes largely ignored the research on best practices for educating…
Descriptors: English Only Movement, Political Attitudes, Voting, Federal Courts
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Haycock, Kati – Educational Leadership, 2006
From talking with educators across the United States, the author has concluded that No Child Left Behind is having "an enormously positive impact." NCLB's most important benefit is a new focus on the academic performance of poor and minority students, English language learners, and students with disabilities. The law has also provided…
Descriptors: Federal Legislation, Second Language Learning, Minority Groups, National Competency Tests
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Wright, Wayne E. – Educational Leadership, 2006
NCLB is leaving English language learners behind because it defies logic and common sense, is internally self-contradictory, and sets AYP expectations that the subgroup cannot possibly attain. Although the U.S. Department of Education allows states to use a variety of strategies to avoid having a Limited English Proficiency (LEP) subgroup, few…
Descriptors: Second Language Learning, Educational Improvement, High Stakes Tests, English (Second Language)
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Krashen, Stephen – Educational Leadership, 2005
A new urban legend claims, "As a result of the state dropping bilingual education, test scores in California skyrocketed." Krashen disputes this theory, pointing out that other factors offer more logical explanations of California's recent improvements in SAT-9 scores. He discusses research on the effects of California's Proposition 227,…
Descriptors: Second Language Learning, State Legislation, Immersion Programs, Bilingualism
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Cutshall, Sandy – Educational Leadership, 2004
Although the United States is clearly a melting pot, the country has generally held monolingualism in English as the gold standard of U.S. citizenship for immigrants. Fewer than one in 10 students at U.S. colleges major in foreign languages, and only 9 percent learn the most widely spoken languages in the world, such as Arabic, Chinese, Russian,…
Descriptors: Immigrants, Citizenship, Second Language Learning, English (Second Language)