Academic Achievement for English Learners: What Can We Reasonably Expect?
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| Title: | Academic Achievement for English Learners: What Can We Reasonably Expect? |
|---|---|
| Language: | English |
| Authors: | Cook, H. Gary, Boals, Timothy, Lundberg, Todd |
| Source: | Phi Delta Kappan. Nov 2011 93(3):66-69. |
| Availability: | Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org/publications/pubshome.htm |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Federal Legislation, State Standards, Second Language Learning, English (Second Language), English Language Learners, Academic Achievement, Accountability, Educational Legislation, Academic Standards, Language Proficiency |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001 |
| ISSN: | 0031-7217 |
| Abstract: | Over 5 million students are learning English in America's public schools, accounting for more than 10% of the K-12 population. That's a 50% increase in the last decade. This demographic change has been matched by changes in national policy. Before No Child Left Behind, states set their own accountability policies. Now, they must demonstrate that English learners are making progress in English and achieving challenging academic content standards. Assuring that English learners succeed has proven to be much more challenging than most educators assumed. The challenge appears to be rooted in what it means to learn English in school. (Contains 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 5 |
| Entry Date: | 2012 |
| Access URL: | https://www.kappanmagazine.org/content/93/3/66.abstract |
| Accession Number: | EJ964382 |
| Database: | ERIC |
| Abstract: | Over 5 million students are learning English in America's public schools, accounting for more than 10% of the K-12 population. That's a 50% increase in the last decade. This demographic change has been matched by changes in national policy. Before No Child Left Behind, states set their own accountability policies. Now, they must demonstrate that English learners are making progress in English and achieving challenging academic content standards. Assuring that English learners succeed has proven to be much more challenging than most educators assumed. The challenge appears to be rooted in what it means to learn English in school. (Contains 2 figures.) |
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| ISSN: | 0031-7217 |
