Other Scholarly Content

Abstract

• The Center on Education Policy (CEP) report, Has Progress Been Made in Raising Achievement for English Language Learners?, finds that some states have seen increases in the number of English language learners (ELLs) meeting proficiency standards under No Child Left Behind (NCLB), while others have seen decreases. The report notes some limitations in the data it uses. The CEP report, however, has some specific weaknesses in its research methods that undermine its findings. The CEP report seriously underestimates the significance of language of instruction as a source of error in ELL achievement test scores. Further, it errs in implying that its findings justify an inference of a causal relationship between observed changes in percentages of ELLs meeting achievement benchmarks and improvements in academic achievement for ELLs. Given the limitations in the data, it is inappropriate to draw conclusions from the data summarized in the CEP report.

Creator

• MacSwan, Jeff

Date Issued

• 2010-05-19

Academic Affiliation

• National Education Policy Center

Subject

• Language and Learning
• Student Achievement
• Accountability and Testing
• School Reform and Restructuring

Last Modified

• 2020-01-02

Resource Type

• Other

Rights Statement

• In Copyright

Language

• English [eng]

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

Relationships

In Collection:

• National Education Policy Center

Items

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	nepcReviewHasProgressBeenMadeInRaisingAchievementForEn.pdf	2020-01-02	Public	Download