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ERIC Number: ED451283
Record Type: Non-Journal
Publication Date: 2001-Feb
Pages: 54
Abstractor: N/A
Public Education: Meeting the Needs of Students with Limited English Proficiency. Report to Congressional Requesters.
Shaul, Marnie S.
This report examines: how long children with limited English proficiency need to become proficient, what approaches are used to teach them, and what requirements the Office for Civil Rights (OCR) expects school districts to meet. Researchers reviewed available studies; talked to experts; reviewed Department of Education survey data; contacted 12 states with substantial concentrations of limited English proficiency students; conducted site visits in 10 school districts; interviewed OCR officials; reviewed case law and OCR memos; reviewed specific cases for each of five states; and surveyed all 293 districts that had entered into corrective action agreements with OCR to provide services to these students. There was no clear consensus on how much time students needed to become proficient in English. Time needed for proficiency depended on many factors (e.g., type of assistance and state definition of proficiency). English-based approaches were more common than bilingual instruction. Choice of program depended on such factors as percentage of students with limited English proficiency and students' family backgrounds. When OCR followed up on complaints or engaged in compliance reviews, it generally worked effectively with districts. Few districts changed their approach to teaching after OCR investigations. Survey methodology and data are appended. (SM)
U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013 (first copy, free; additional copies, $2). Tel: 202-512-6000; Fax: 202-512-6061; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: General Accounting Office, Washington, DC.