Schools' success with ELL students may not translate under NCLB

Before starting the ninth grade in California, Hmong refugee Ong Vue, 15, had never set foot in a classroom and spoke no English. Four years later, she plans to attend community college and become an elementary school teacher, but despite successes like Vue's, lackluster standardized test scores at her school, where more than half the student body is composed of English-language learners, prevented her school from reaching adequate yearly progress for six years. Educators say it's unfair to judge schools based on the proficiency of students who have had little academic preparation.

View Full Article in:

Education Week (premium article access compliments of

Published in Brief:

SmartBrief Job Listings for Education

Job Title Company Location
Director of Professional Services
Engaging Schools, Inc.
Cambridge, MA
Principal at Emerson Academy of Dayton
National Heritage Academies
Dayton, OH
Program Officer, Teacher Development
Knowles Science Teaching Foundation
Moorestown, NJ
Executive Director
Capitol Region Education Council (CREC)
Hartford, CT
Senior ELL Technical Assistance and Curriculum Specialist (8270)
American Institute for Researcher
Chicago, IL