Challenges in the no child left behind act for english-language learners

Phi Delta Kappan

Volumn 85, Issue 10, 2004, Pages 782-785

  Abedi, Jamal ^a   Dietel, Ron ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b CRESST   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2942692182     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408501015     Document Type: Review

References (8)

1. Maryellen Donahue, Boston Public Schools, personal communication, 21 October 2003.
2. Jamal Abedi and Carol Lord, "The Language Factor in Mathematics Tests," Applied Measurement in Education, vol. 14, 2001, pp. 219-34.
3. Robert L. Linn, Eva L. Baker, and Joan L. Herman, "From the Directors: Minimum Group Size for Measuring Adequate Yearly Progress," The CRESST Line, Fall 2002, pp. 4-5.
4. Richard K. Hill and Charles A. DePascale, Reliability of No Child Left Behind Accountability Designs (Dover, N.H.: National Center for the Improvement of Educational Assessment, 2003).
5. Anne C. Lewis, "CRESST 2002 Annual Conference: 'Civil Discourse' on Assessment, Part 1," The CRESST Line, Fall 2000, pp. 6-7.
6. Valerie W. Plisko, "Commissioner's Remarks," Release of the National Assessment of Educational Progress (NAEP), The Nation's Report Card: Reading 2002, 19 June 2002, Washington, D.C.
7. Robert L. Linn, "Accountability: Responsibility and Reasonable Expectations," presidential address, presented at the annual meeting of the American Educational Research Association, Chicago, April 2003.
8. "Assessment and Accommodations for English Language Learners," CRESST Policy Brief 4, Summer 2001, contains additional information on this topic. See www.CRESST.org for research reports on this and other accountability issues.