No Child Left Behind Act Education Assistance Could Help States Better Measure Progress Of Students With Limited English Proficiency Testimony
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No Child Left Behind Act Education Assistance Could Help States Better Measure Progress Of Students With Limited English Proficiency Testimony
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Author :
language : en
Publisher: DIANE Publishing
Release Date :
No Child Left Behind Act Education Assistance Could Help States Better Measure Progress Of Students With Limited English Proficiency Testimony written by and has been published by DIANE Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.
No Child Left Behind Act
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Author : Cornelia M. Ashby
language : en
Publisher:
Release Date : 2007
No Child Left Behind Act written by Cornelia M. Ashby and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Educational accountability categories.
The No Child Left Behind Act of 2001 (NCLBA) focused attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This testimony describes (1) the extent to which these students are meeting annual academic progress goals, (2) what states have done to ensure the validity of their academic assessments, (3) what states are doing to ensure the validity of their English language proficiency assessments, and (4) how the U.S. Department of Education (Education) is supporting states' efforts to meet NCLBA's assessment requirements for these students. This testimony is based on a July 2006 report (GAO-06-815). To collect the information for this report, we convened a group of experts and studied five states (California, Nebraska, New York, North Carolina, and Texas). We also conducted a state survey and reviewed state and Education documents. The GAO report recommended that Education (1) support research on accommodations, (2) identify and provide technical support states need to ensure the validity of academic assessments, (3) publish additional guidance on requirements for assessing English language proficiency, and (4) explore ways to provide additional flexibility for measuring annual progress for these students. Education generally agreed with our recommendations and has taken a number of steps to address them.
No Child Left Behind Act
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Author : United States Government Accountability Office
language : en
Publisher: Createspace Independent Publishing Platform
Release Date : 2017-09-15
No Child Left Behind Act written by United States Government Accountability Office and has been published by Createspace Independent Publishing Platform this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-09-15 with categories.
The No Child Left Behind Act of 2001 (NCLBA) focused attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This testimony describes (1) the extent to which these students are meeting annual academic progress goals, (2) what states have done to ensure the validity of their academic assessments, (3) what states are doing to ensure the validity of their English language proficiency assessments, and (4) how the U.S. Department of Education (Education) is supporting states' efforts to meet NCLBA's assessment requirements for these students. This testimony is based on a July 2006 report (GAO-06-815). To collect the information for this report, we convened a group of experts and studied five states (California, Nebraska, New York, North Carolina, and Texas). We also conducted a state survey and reviewed state and Education documents.
No Child Left Behind Act Assistance From Educ Could Help States Better Measure Progress Of Students With Limited English Proficiency
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Author :
language : en
Publisher: DIANE Publishing
Release Date :
No Child Left Behind Act Assistance From Educ Could Help States Better Measure Progress Of Students With Limited English Proficiency written by and has been published by DIANE Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.
Gao 06 815 No Child Left Behind Act
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Author : United States Government Accountability Office
language : en
Publisher: Createspace Independent Publishing Platform
Release Date : 2018-01-31
Gao 06 815 No Child Left Behind Act written by United States Government Accountability Office and has been published by Createspace Independent Publishing Platform this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-01-31 with categories.
GAO-06-815 No Child Left Behind Act: Assistance from Education Could Help States Better Measure Progress of Students with Limited English Proficiency
No Child Left Behind Act Education Actions May Help Improve Implementation And Evaluation Of Supplemental Educational Services Testimony
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Author :
language : en
Publisher: DIANE Publishing
Release Date :
No Child Left Behind Act Education Actions May Help Improve Implementation And Evaluation Of Supplemental Educational Services Testimony written by and has been published by DIANE Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.
No Child Left Behind
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Author : United States Government Accountability Office
language : en
Publisher: Createspace Independent Publishing Platform
Release Date : 2018-01-14
No Child Left Behind written by United States Government Accountability Office and has been published by Createspace Independent Publishing Platform this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-01-14 with categories.
No Child Left Behind: Education Assistance Could Help States Better Measure Progress of Students with Limited English Proficiency
No Child Left Behind Act
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Author :
language : en
Publisher:
Release Date : 2006
No Child Left Behind Act written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Academic achievement categories.
Impact Of No Child Left Behind On English Language Learners
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Author : United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education
language : en
Publisher:
Release Date : 2007
Impact Of No Child Left Behind On English Language Learners written by United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Education categories.
No Child Left Behind Act
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Author : Marnie S. Shaul
language : en
Publisher:
Release Date : 2006
No Child Left Behind Act written by Marnie S. Shaul and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
In school year 2003-2004, state data showed that the percentage of students with limited English proficiency scoring proficient on a state's language arts and mathematics tests was lower than the state's annual progress goals in nearly two-thirds of the 48 states for which data was obtained. To help these students progress academically, state and district officials in the 5 states visited, reported using a variety of strategies, including training teachers to incorporate language development into academic classes. Further, the review of data 49 states submitted to Education showed that the performance of students with limited English proficiency on states' mathematics assessments for elementary school students was lower than that of the total student population in all of these states but 1. Although the student groups are not mutually exclusive, in most of the 49 states, the performance of students with limited English proficiency was generally lower than that of other groups, such as economically disadvantaged students. Factors other than student academic knowledge, however, can influence whether states and districts meet their academic progress goals for students with limited English proficiency, such as how a state establishes its annual progress goals. To support improved academic progress for these students, district and state officials that were spoken to within the 5 study states reported using strategies similar to those considered good practices for all students. In particular, they cited providing teacher training focused on these students, having school leadership focused on their needs and using data to target interventions as key to the success of these students. Appended are: (1) GAO's Group of Experts on Assessing the Academic Knowledge of Students with Limited English Proficiency; (2) Determining Adequate Yearly Progress for Student Groups; (3) Percentage of Districts Making AYP Goals for Mathematics for Students with Limited English Proficiency; (4) Proficiency Scores on Mathematics Tests for All Students and Students with Limited English Proficiency; (5) Enhanced Assessment Consortia Participation; (6) English Language Proficiency Assessments Used in the 2005-2006 School Year, by State; (7) Comments from the Department of Education; and (8) GAO Contacts and Acknowledgments. (Contains 6 tables and 7 figures.) [This document was produced by the U.S. Government Accountability Office, formerly known as the General Accounting Office.].