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No Child Left BehindSpecial PopulationsWhat States Are Doing (Additional Resources)
 
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No Child Left Behind Act: Assistance from Education Could Help States Better Measure Progress of Students with Limited English Proficiency - NCLB focuses attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This report describes: (1) the extent to which these students are meeting annual academic progress goals, (2) what states have done to ensure the validity of their academic assessments, (3) what states are doing to ensure the validity of their English language proficiency assessments and (4) how the U.S. Department of Education is supporting states’ efforts to meet NCLBA’s assessment requirements for these students. The report recommends that the secretary of education: (1) support research on accommodations, (2) identify and provide technical support states need to ensure the validity of academic assessments, (3) publish additional guidance on requirements for assessing English language proficiency, and (4) explore ways to provide additional flexibility for measuring annual progress for these students. Also available are report highlights. (Government Accountability Office, July 2006) ...

Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities - This report analyzes the public reporting of state assessment results for students with disabilities. Overall, a total of 48 states reported some state-level information about students with disabilities on their state assessments: 35 reported participation and performance for all their general assessments, 11 reported participation and performance data for some of these, two reported only performance information and two did not report information. When considering only tests that were part of NCLB accountability systems, more states reported all information publicly: 44 states reported participation and performance information for all these assessments, two reported participation and performance information for some of these assessments, two reported only performance information for all these assessments and two did not report information. (Jean A. Klein, Hilda Ives Wiley and Martha L. Thurlow, National Center on Educational Outcomes, March 2006) ...

Steady Progress: State Public Reporting Practices for Students with Disabilities after the First Year of NCLB (2002-2003) - This report presents descriptions of statewide testing systems and examines whether these systems included participation and performance information for students with disabilities, as indicated by publicly available data. The report finds that more states are reporting on the participation and performance of students with disabilities for their general and alternative assessments than ever before, and presents recommendations to further improve reporting practices: (1) report not only the number of students with disabilities assessed, but also the percentage assessed; (2) report results for the alternative assessment; and (3) report the number and percent of students with disabilities using accommodations. (Hilda Ives Wiley, Martha L. Thurlow and Jean A. Klein, National Center for Education Statistics, May 2005)...

No Child Left Behind Act (NCLB): Most Students with Disabilities Participated in Statewide Assessments, But Inclusion Options Could Be Improved - NCLB requires all students – including those with disabilities – be assessed to determine their level of academic achievement. Students with disabilities may be included through the use of accomodations, which may include extended time or alternate assessments. This report examines: (1) the extent to which students with disabilities were included in statewide assessments; (2) what issues selected states faced in implementing alternative assessments; and (3) how the U.S. Department of Education supported states in their efforts to assess students with disabilities. (U.S. Government Accountability Office, July 2005)...

A Look at the Progress of English Learner Students - The 2002 California English Language Development Test documents the progress of more than 1.3 million English learner students in the state. This reports summarizes student achievement as measured by the test and evaluates the rate at which students' English skills improve. On the whole, student progress is slow, although some groups of students appear to make rapid progress. (Paul Warren, California Legislative Analyst's Office, February 2004)...


What States Are Doing Current

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