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ERIC Number: ED508474
Record Type: Non-Journal
Publication Date: 2005-Jan
Pages: 56
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evolution of Federal Policy and Implications of No Child Left Behind for Language Minority Students. Policy Brief
Wright, Wayne E.
Education Policy Research Unit
This brief details the history of the federal government's stance with language minority students, and analyzes the implications of changes to its guiding principles made by the No Child Left Behind (NCLB) Act of 2001. With every federal re-authorization of the Elementary and Secondary Education Act prior to 2001, the importance of bilingual education had progressively appreciated. It had evolved into a program that, while giving schools greater flexibility in terms of types of programs offered, provided greater recognition of the societal benefits of bilingualism for all students, and increased support for developmental bilingual and dual-language immersion programs. This brief also brings to light the troubling issues with NCLB. (Contains 1 figure, 1 table, and 138 notes.) [For Executive Summary, see ED508473.]
Education Policy Research Unit. Arizona State University, Division of Advanced Studies in Education Policy, Leadership, and Curriculum, Mary Lou Fulton Institute and Graduate School of Education, P.O. Box 872411, Tempe, AZ 85287. Tel: 480-965-1886; e-mail: epsi@asu.edu; Web site: http://epicpolicy.org/
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Arizona State University, Education Policy Research Unit
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001