By Kate Menken
This e-book explores how high-stakes assessments mandated by way of No baby Left at the back of became de facto language coverage in U.S. faculties, detailing how trying out has formed curriculum and guideline, and the myriad ways in which assessments at the moment are a defining strength within the day-by-day lives of English Language inexperienced persons and the educators who serve them.
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Additional resources for English Learners Left Behind: Standardized Testing as Language Policy (Bilingual education & Bilingualism)
As mentioned above, the English Regents examination, a two-day sixhour exam, is now required for all students to graduate from New York City high schools – including ELLs. qxd 1/16/08 7:57 PM Page 44 Part I: Language Policy Context 44 English to receive a diploma. (New York State Department of Education, 1999b: 1) In other words, even an English language learner who has just arrived in the United States must participate in all core Regents exams, including the English Regents. Performance by English language learners on the Regents exams Performance by ELLs on the Regents exams to date has lagged far behind that of English proficient students.
New York State Department of Education, 1999b: 1) In other words, even an English language learner who has just arrived in the United States must participate in all core Regents exams, including the English Regents. Performance by English language learners on the Regents exams Performance by ELLs on the Regents exams to date has lagged far behind that of English proficient students. 9% of all students taking the English Regents exam in the same year. 5%. 3 below. Based on the data above, the percentage of ELLs passing the English Regents exam is, on average, 47 percentage points below the pass rate by all students.
This reauthorization emphasized that ELLs must learn English in addition to meeting the same statewide academic content and performance standards as those set for English proficient students. It clarified the benefits of native language development and allowed ELLs to stay in language support programs for more than three years, favoring programs in which students’ native language skills were developed as they gained English proficiency (Evans & Hornberger, 2005). In this way, Title VII of 1994 offered support for the expansion of additive or ‘strong forms’ of bilingual education, such as developmental or dual language programs (Evans & Hornberger, 2005; Wright, 2005).
English Learners Left Behind: Standardized Testing as Language Policy (Bilingual education & Bilingualism) by Kate Menken