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ERIC Number: ED509348
Record Type: Non-Journal
Publication Date: 2010-Apr
Pages: 21
Abstractor: ERIC
Reference Count: 25
State Test Score Trends through 2007-08, Part 6: Has Progress Been Made in Raising Achievement for English Language Learners?
Chudowsky, Naomi; Chudowsky, Victor
Center on Education Policy
This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines progress in raising achievement for English language learners. It also describes the factors that make it difficult to accurately assess what ELLs know and can do. The data for this analysis were collected by CEP with technical support from the Human Resources Research Organization (HumRRO) and come from the state reading and mathematics tests used for NCLB accountability in all 50 states. The trends discussed in this report cover fewer years--2006 through 2008--than the trends in recent CEP reports on achievement for students as a whole and achievement gaps for student subgroups. This is because revised federal regulations for testing ELLs and determining their progress under NCLB became final in September 2006. In general, English language learners have shown progress on state tests, but this positive news should be viewed somewhat cautiously because language barriers, demographic changes, and changes in state policies for testing and classifying students as ELLs make it difficult to obtain an accurate picture of achievement for this group. (Contains 7 footnotes and 5 tables.) [For the companion reports of this record, see the following: Part 1 (ED506121); Part 2 (ED506122); Part 3 (ED507909); Part 4 (ED509022); and Part 5 (ED509023).]
Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 10; Grade 11; Grade 4; Grade 8; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: William and Flora Hewlett Foundation; Smith Richardson Foundation; George Gund Foundation; Phi Delta Kappa International
Authoring Institution: Center on Education Policy
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Cited: ED560723