Federal Data Show Gains on Language

Autor/in	Zehr, Mary Ann
Titel	Federal Data Show Gains on Language
Quelle	In: Education Week, 24 (2005) 28, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Government; Educational Assessment; Educational Improvement; Politics of Education; Federal Legislation; Limited English Speaking; English (Second Language); National Standards; Second Language Learning; Alabama; Michigan + Suchen Sie Ihr Suchwort? Bundesregierung; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Educational policy; Bildungspolitik; Bundesrecht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The U.S. Department of Education's first-ever evaluation of how states are meeting requirements for English-language learners under the federal No Child Left Behind Act can be looked at two ways. One view of the report, which was released to Congress on March 15, 2005, is that states have made great strides in laying the groundwork for schools to teach English-language learners. That is the view of Kathleen Leos, the associate deputy secretary and senior policy adviser for the Education Department's office of English-language acquisition, a researcher for the evaluation. Another interpretation of the findings in the 503-page evaluation, which covers the 2002-03 and 2003-04 school years, is that states have largely failed to meet the law's requirements to ensure that English-language learners master academic content. Only two states--Alabama and Michigan--met "adequate yearly progress," or AYP, goals in 2003-04 for such students in both reading and mathematics. Moreover, not a single state both reported all the data required by the federal law and met all the mandated targets for English-language learners. Experts on second-language learners who had read the summary of the evaluation said the report reflects positive change for how schools and states view English-language learners. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10