Impact of No Child Left Behind on English Language Learners: Hearing Before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, First Session, Hearing Held in Washington, D.C., March 23, 2007, Volume 4 |
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academic achievement academic content accommodations adequate yearly progress appropriate ASHBY assessments for ELLs Bilingual Elementary School California State University campuses Castañeda Chairman KILDEE Child Left classroom curriculum DALE KILDEE Early Childhood Education's effective Elementary and Secondary ELL students English language learners English language proficiency English Learners ensure evaluation funding Government Accountability Office Hispanic Education Coalition implementation improve issue language arts language proficiency assessments language proficiency standards Latino learning Left Behind Act levels limited English proficiency March 23 measure meet ment NAEP National NCLBA requirements needs of ELLS needs of English officials Oyster Bilingual Elementary parents professional development programs progress goals public schools Rubén Hinojosa San Bernardino County SÁNCHEZ school districts SDAIE Spanish state's strategies students with limited Subcommittee on Early subgroup teacher candidates teacher preparation teaching technical assistance Thank Title U.S. Department valid and reliable Washington ZAMORA