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Direct linkMuyskens, Paul; Betts, Joseph; Lau, Matthew Y.; Marston, Doug – California School Psychologist, 2009
The inclusion of English Language Learners as a subgroup in the No Child Left Behind legislation has leant additional importance to the need for valid and efficient measures of reading for students whose first language is not English. This study examines the use of Curriculum-Based Measurement (CBM) reading fluency as a predictor of later reading…
Descriptors: Curriculum Based Assessment, Reading Fluency, Federal Legislation, Predictive Validity
Kersten, Jodene; Pardo, Laura – Reading Teacher, 2007
Through the ethnographic methodological tools of formal and informal interviews, observations, participation in coplanning sessions, and analysis of literacy curricula, the researchers of this study found that effective teachers are finding ways to work successfully within the current political climate influenced by No Child Left Behind and the…
Descriptors: Federal Legislation, Teacher Effectiveness, Educational Improvement, Reading Programs
Barrera, Manuel; Liu, Kristi; Thurlow, Martha; Shyyan, Vitaliy; Yan, Ming; Chamberlain, Steve – National Center on Educational Outcomes, University of Minnesota, 2006
English language learners (ELLs) and students with disabilities are two groups specifically targeted in NCLB for which schools must demonstrate "adequate yearly progress." However, ELLs with disabilities, a category where these two groups overlap, are not specifically mentioned in the No Child Left Behind Act (NCLB). Students with…
Descriptors: Disabilities, Learning Disabilities, Federal Legislation, Second Language Learning
Zehr, Mary Ann – Education Week, 2006
In the St. Paul, Minnesota public schools, "pullout" teaching is frowned upon. Instead, "collaboration" is the favored method when it comes to teaching English-language learners. For three of the past four years, the district has made adequate yearly progress for its English-language learners under the federal No Child Left…
Descriptors: Foreign Countries, Federal Legislation, Educational Improvement, Urban Schools
Barrera, Manuel; Vang, Halee; Liu, Kristin; Thurlow, Martha – National Center on Educational Outcomes, University of Minnesota, 2005
English language learners (ELLs) with disabilities, especially Hmong, Latinos, and Somalis, exhibit the lowest academic performance and participation rates on statewide tests of academic achievement required by No Child Left Behind (NCLB). These challenges are even more acute for learners with disabilities among these groups and likely reflect the…
Descriptors: Federal Legislation, Second Language Learning, Teaching Methods, Reading Instruction
