The No Child Left Behind Act And English Language Learners

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Analysis of “The No Child Left Behind Act and English Language Learners…” After perusing through multiple databases in search of an interesting article, I finally came across one that discusses the issue of No Child Left Behind or NCLB and its flaws. The article is entitled, “The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues” by Jamal Abedi. The title itself practically says it all about the main purpose of the article. Abedi questions the credibility and points out the flaws of the NCLB Act, which I would agree with him on those flaws. This article analysis will be discussing the main idea of Abedi’s article and my thoughts and opinions about the article and idea itself. Jamal Abedi begins his article discussing what the NCLB Act is and why it was established in our country. Basically, the NCLB Act was the most recent version of the Elementary and Secondary Act of 1965; it affects the states that use federal funding and hold those states accountable for student achievement (Abedi, 2004, p. 4). After explaining the NCLB Act and its purpose, Abedi creates a numbered list of the flaws of NCLB. The flaws include, “Inconsistency in LEP classification across and within states….Sparse LEP population….Lack of LEP subgroup stability….Measurement quality of AYP instruments for LEP students….LEP baseline scores….LEP cutoff points” (Abedi, 2004, p. 4-5), which he gives a short paragraph about the flaw then continues to explicate later in
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