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Equity for Limited English Proficient Students Regarding Assessment and Effectiveness of Testing Accommodations: A Study of Third Graders
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Deysson, Sandra Lynn – ProQuest LLC, 2013
This study focused on the aspect of the No Child Left Behind Act (NCLB) and the Virginia Department of Education (VDOE) that require the inclusion of all limited English proficient (LEP) students in testing situations, simultaneously making an effort to close the achievement gap. NCLB indicates that each state is to assess students in a language…
Descriptors: Elementary School Students, Limited English Speaking, Language Proficiency, Equal Education