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ERIC Number: ED499426
Record Type: Non-Journal
Publication Date: 2007-Apr
Pages: 57
Abstractor: ERIC
Reference Count: 8
Promise or Peril?: NCLB and the Education of ELL Students
Clewell, Beatriz Chu
Urban Institute (NJ1)
The goal of this report is to describe the implementation of the No Child Left Behind (NCLB) Act in school districts and schools with large enrollments of English language learners (ELLs) and immigrant students. The study, drawing from previous research on the demographic characteristics of pre-K-5th grade students and of schools with high limited English proficient (LEP) enrollment, documents how this landmark legislation in education policy played out in three high-ELL districts and six schools (two in each district) and its effect on the education of ELL students attending these schools. The research, which takes a case study approach, addresses the following questions: (1) How has NCLB been implemented in high-ELL schools?; (2) What has been the effect of NCLB on the improvement of high-ELL schools?; and (3) What has been the effect of NCLB on ELL students in high-ELL schools? The findings and conclusions of the study, summarized below and organized according to the research questions, are based on extensive document review of district websites; interviews with district personnel; and site visits to schools. The following is appended: Three Districts, Six Schools. (Contains 25 footnotes.) [This report was written with Clemencia Cosentino de Cohen and Julie Murray.]
Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Foundation for Child Development, New York, NY.
Authoring Institution: Urban Inst., Washington, DC.
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001