The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues

TLDR

The No Child Left Behind Act’s disaggregated reporting for students with limited English proficiency faces major challenges, including inconsistent classification, small subgroup sizes, instability as students gain proficiency, language‑complex assessments that lower performance, and the need for greater gains in schools with many LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability. Thus, NCLB’s mandates may unintentionally place undue pressure on schools with high numbers of LEP students.

Abstract

There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup’s lack of stability also threatens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB’s mandates may unintentionally place undue pressure on schools with high numbers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability