Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners

234 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Power of Ranking: The Ease of Doing Business Indicator and Global Regulatory Behavior (2019, unknown): “See, for example, Jensen et al., n.d.; Menken 2006.”
Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent (2017, background): “Teacher stress has been linked with adverse professional outcomes, including burnout, absenteeism, stress, and attrition (von der Embse, Kilgus, Solomon, Bowler, & Curtiss, 2015; Menken, 2006; Yoon, 2002).”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, background): “For students with learning difficulties, English Language Learners (ELLs), and students with low achievement, mastering fraction concepts is an even more formidable task (Basurto, 1999; Butler, Miller, Crehan, Babbitt & Pierce, 2003; Empson, 2003; Hiebert, Wearne & Taber, 1991; Mazzocco & Devlin, 20”
Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies (2016, background): “These policies have been associated with increased pressure to teach to the test, reduced instructional depth, and instruction targeted primarily toward students whose test scores are likely to improve in hopes of improving overall test performance – perhaps at the expense of very high or very low p”