The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues
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
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Cites
Experimental Design: Procedures for the Behavioral Sciences
Kirk, R. (2013) · doi:10.4135/9781483384733 · Cited by 8,539
The interplay of evidence and consequences in the validation of performance assessments
Messick, S. (1994) · Educational Researcher · doi:10.3102/0013189x023002013 · Cited by 1,315
The Language Factor in Mathematics Tests
Abedi, J., & Lord, C. (2001) · Applied Measurement in Education · doi:10.1207/s15324818ame1403_2 · Cited by 684
Self-citation
Cited by
Language testing: the social dimension
Roever, C., & McNamara, T. (2006) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2006.00117.x · Cited by 668
Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005) · Exceptional Children · doi:10.1177/001440290507100305 · Cited by 496
Callahan, R., Wilkinson, L., & Muller, C. (2010) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373709359805 · Cited by 219
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
de Jong, E. J., Harper, C. A., & Coady, M. R. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.770326 · Cited by 161
McCoy, D. C. (2019) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-019-00285-1 · Cited by 134
Metadata
- Authors
- Abedi, J.
- Venue
- Educational Researcher
- Published
- 2004-01
- Volume
- 33
- Issue
- 1
- Pages
- 4-14
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2116668395
- Cited by
- 517
- References
- 3
- FWCI
- 66.60
- Type
- journal article
- Language
- en
- Open access
- closed
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