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Policy Failures: No Child Left Behind and English Language Learners
16 references·3 citing·30 second hop
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References

  • 1994Foundations of Bilingual Education and Bilingualism3,055 cited
  • 1997Foundations of Bilingual Education and Bilingualism1,431 cited
  • 1999High stakes : testing for tracking, promotion, and graduation714 cited
  • 2008Teaching English Language Learners: What the Research Does - And Does Not - Say506 cited
  • 2008English Learners Left Behind400 cited
  • 2004Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research331 cited
  • 2004Against the Undertow: Language-Minority Education Policy and Politics in the “Age of Accountability”277 cited
  • 2008English learners left behind: standardized testing as language policy275 cited
  • 2006Leaving children behind: how "Texas-style" accountability fails Latino youth230 cited
  • 2004Challenges in the No Child Left behind Act for English-Language Learners148 cited
  • 2008The No Child Left Behind Act131 cited
  • 2008Highly Qualified Teachers128 cited
  • 2001An Overview of the Preparation and Certification of Teachers Working with Limited English Proficient (LEP) Students.127 cited
  • 2006Do High School Exit Exams Influence Educational Attainment or Labor Market Performance?124 cited
  • 2002An Analysis of Some Unintended and Negative Consequences of High-Stakes Testing

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122 cited
  • 1998Brookings Papers on Education Policy, 2005.116 cited
  • Cited by

    • 2016Test-Based Education for Students with Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning11 cited
    • 2012Misuse of High-Stakes Test Scores for Evaluative Purposes: Neglecting the Reality of Schools and Students10 cited
    • 2012Testing Mathematics? or Testing English? The Education Quality Accountability Office (EQAO) Grade 9 Mathematics Assessment for English Language Learners3 cited