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ERIC Number: ED506845
Record Type: Non-Journal
Publication Date: 2006-Dec
Pages: 32
Abstractor: ERIC
Reference Count: 20
State Implementation of NCLB Policies and Interpretation of the NAEP Performance of English Language Learners
Duran, Richard P.
American Institutes for Research
This report outlines several critical issues that should be addressed in order to allow states to explore and understand relationships between the performance of ELL students on NAEP and on state assessments in this policy context. The results of this study can be useful to a variety of education stakeholders who are interested in improving the utility of NAEP for examining the performance of ELL students. This report briefly reviews both provisions for ELL participation in NAEP and NCLB provisions for ELL assessment. In addition, the results of an exploration of NCLB policies and practices in four states (California, New York, Texas and Washington) are examined. These four states served an estimated 51 percent of all pre-K through grade 12 ELL students nationwide in 2001-02. Exploration of issues for the four target states helps illustrate key validity challenges faced by states as they consider investigation of relationships between NAEP scores and state assessment scores for ELLs under NCLB for their individual state. Finally, consideration is given to next steps that the NAEP program might take to improve states' use of NAEP scores as part of their analysis of progress in attaining NCLB goals. The discussion also includes consideration of challenges in examining ELL student progress toward attaining NCLB goals across states. The latter theme is explored in this report in terms of strategies that the NAEP program might begin to pursue to assist states in better standardizing NAEP participation procedures and practices for ELL students. Also discussed are ways in which the NAEP program might assist states in developing common strategies for studying relationships between NAEP and state assessment performance for ELL students. The latter discussion includes attention to variation in states' readiness to explore relationships between ELL students' performance on NAEP and state assessments based on state population characteristics, NAEP participation, and state accountability system design. (Contains 10 exhibits and 5 footnotes.)
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Institutes for Research
Identifiers - Location: California; New York; Texas; Washington
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001