Educators who specialize in teaching English-language learners agree that the 4-year-old No Child Left Behind Act has brought unprecedented attention to those students by requiring schools to isolate test-score data for them. They disagree, though, on whether changes in instruction spurred by the law have been positive or negative overall. Such conflicting opinions reflect the continuing national debate over President Bush's flagship education initiative, as its effects reverberate through public schools across the county. It's unrealistic, many educators say, that the law requires such students to take the same state academic tests as children who have been speaking English all their lives. The law does permit states to provide tests in students' native languages, but only 10 states do so, and then mostly only in Spanish and not necessarily for both reading and math. The No Child Left Behind Act-- and overhaul of the Elementary and Secondary Education Act signed into law by President Bush in January 2002--requires that schools break down test results for various subgroups of students, including English-language learners. The schools must reach the same accountability goals for each subgroup that they must meet for all students. Many schools have failed to make AYP because the test scores of their English-learners were too low. Some educators say that schools have responded to the pressure to raise test scores for children who speak little English by narrowing the curriculum.