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English language learners (ELLs) are a significant part of the Latino student population. Of the estimated 5.1 million ELL students who were enrolled in our nation’s schools in the 2004-2005 academic year, four-fifths (79%) were native Spanish speakers. In fact, nearly half (45%) of all Latino public school children are ELLs. Thus, Latino student outcomes are intrinsically tied to ELL student achievement. Prior to the No Child Left Behind Act (NCLB), the ELL student population was often overlooked and little to no accountability for the learning of these students existed. NCLB provides opportunities to narrow the gaps between ELLs and their peers by holding schools accountable for improving their academic achievement.
Related Resources
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Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act (Issue Brief)
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NCLR Comments on Proposed Rulemaking for Title I Concerning Limited-English-Proficient Students (Public Comments/Letter)
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U.S. Department of Education LEP Partnership
Link to U.S. Department of Education
Link to National Clearinghouse for English Language Acquisition
NCLR Also Recommends:
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The New Demography of America's Schools: Immigration and the No Child Left Behind Act (Research Report by the Urban Institute)
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Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners (Report by the Alliance for Excellent Education and the Center for Applied Linguistics)
