(Download) "Educational Decisions About the Culturally and Linguistically Diverse (CLD) Students Under the No Child Left Behind (NCLB) Act." by Forum on Public Policy: A Journal of the Oxford Round Table " Book PDF Kindle ePub Free
eBook details
- Title: Educational Decisions About the Culturally and Linguistically Diverse (CLD) Students Under the No Child Left Behind (NCLB) Act.
- Author : Forum on Public Policy: A Journal of the Oxford Round Table
- Release Date : January 22, 2008
- Genre: Law,Books,Professional & Technical,
- Pages : * pages
- Size : 302 KB
Description
Introduction No Child Left Behind (NCLB) Act, proposed in 2002, was designed mainly with the laudable goal to help those students who were historically underserved, namely children with special needs/disabilities, those from economically disadvantaged homes, and those from Culturally and Linguistically Diverse (CLD) backgrounds for whom English is a second language, i.e., those labeled as the English Language Learners (ELLs) subgroup. These subgroups of children faced persistent achievement gaps relative to the mainstream children, yet schools were not held accountable for their performance. The premise of the NCLB Act was to create a viable solution to reduce these achievement gaps for these children. However, as demonstrated in this paper, this act has high promise in theory, yet it is lacking in its applicability as the fitting solution in serving the needs of the underserved children-especially those of from the ELL/CLD backgrounds. This paper focuses particularly on the implications of NCLB on the ELL subgroup in light of the fact that this is a rapidly-growing population with rather urgent educational needs as indicated by demographic data. These numbers show, for example, that as many as 5.4 million children nationwide have been reported speaking English with limited proficiency skills. Across 25 states, classrooms have doubled in their ELL representation from 1993 to 2005. These substantial numbers of ELL children are under-performing and need marked assistance. For example, only 4 percent of eight-grader ELLs scored at or above "proficient" in reading, compared with 32 percent of their native English-speaking peers, according to the 2005 National Assessment of Educational Progress. As further instantiation of the imperative educational difficulties in the ELL subgroup, U.S. Secretary of Education, Margaret Spellings quotes "all across America, less than half of African American and Hispanic fourth graders have basic reading skills as defined by the Nation's Report Card. That's more than 700,000 children who can barely read! So it's really no surprise that half of our minority students don't graduate from high school on time. (1)
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