Challenges in the No Child Left behind Act for English-Language Learners

By Jamal Abedi, R. Dietel. 2004

189 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6bbdca709f6e8adf9cbe2a973e6964fc52435905

How researchers see this paper

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

In Developmental and Educational Psychology

1. S. Miller
2. P. Hudson
3. Kate Menken

In Education

1. Barbara Freeman
2. S. Miller
3. P. Hudson
4. Lindy Crawford
5. Kate Menken
6. Radhika Misquitta

In Language and Linguistics

1. Kate Menken

Citations in the corpus

• Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families (2010, background): “Nationwide, their academic performance consistently falls far below that of other students ( Abedi & Dietel, 2004 ; Impact of No Child Left Behind , 2007; Kindler, 2002 ; Kohler & Lazarin, 2007 ; Lee, 2002 ; Viadero, 2001 ).”
• Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, background): “Mandatory assessments of student proficiency now apply to students with and without disabilities, and failure to demonstrate annual yearly progress (AYP) places schools and districts at risk for serious consequences (Abedi & Dietel, 2004).”
• Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, background): “Rather than being academically homogenous, emergent bilinguals in secondary schools arrive with disparate levels of academic language and literacy skills, content knowledge, and prior schooling experiences (Freeman, Freeman & Mercuri 2002; Abedi 2004; Ruiz de Velasco 2005).”
• Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners (2006, result): “This teacher’s test preparation approach is successful, in that his students have very high passing rates on the exams, and his practices are in accordance with research which argues that the language of an exam must be aligned to the language of instruction for the exam results to be valid (Abedi e”
• Creating a Middle School Mathematics Curriculum for English-Language Learners (2008, background): “For example, Abedi and Dietel (2004) report that modifying the language of test questions can increase ELLs performance by up to 20%; this finding supports math curricula that avoid jargon and complex sentence patterns.”