NCLR Study: ‘No Child Left Behind’ can work for English language learners.

A new report by the National Council of La Raza (NCLR) examining the impact of the No Child Left Behind Act (NCLB) on English language learners (ELLs) concludes that while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between ELLs and other students. The issue brief, Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act, also provides a road map for policy-makers and school administrators for improving the law’s effectiveness for ELLs.

“NCLB can close the achievement gap between ELLs and their peers. But our report shows that it will not be successful if these children continue to be exempted from many of the law’s provisions,” stated Janet Murguía, NCLR President and CEO. “The answer is not to water down the law but to hold schools accountable for the academic progress of all students, including students who are learning English.”

According to the brief, there are 8.8 million Latino students, or 19% of the total student population, enrolled in the public school system. Nearly half (45%) of these students are English language learners. Nationally, 79% of limited-English-proficient (LEP) students are Spanish-speaking. The report shows that while NCLB represents the first time that federal law has required schools to be held accountable for the education of ELL students, many states are in fact trying to bypass the law by exempting ELLs from test score and student outcome reports.

“Instead of implementing NCLB, too many states are focused on getting out of being held accountable for the progress of their ELL students. That is unacceptable. It is time to acknowledge that we have crossed the bridge on accountability and standards. The question is not if we follow through with this law, but how we follow through with it so that all students can get a better education in our public schools,” continued Murguía.

The issue brief includes recommendations for how federal and state policy-makers can improve school and state compliance with NCLB requirements. Recommendations are also made to ensure better tracking of ELL student achievement and stronger enforcement of accountability measures.

“Our schools cannot be considered successful until they address the needs of all students. This includes English language learners, who have a long history of being overlooked. It is vital to the future of our nation that all children be able to achieve so they are prepared for college and the 21st century workforce,” concluded Murguía.

To view report CLICK below (Adobe Acrobat Reader required):

http://www.nclr.org/files/37365_file_IB16_InclusionEnglang_FNL2.pdf