When The No Child Left Behind Act ( Nclb )

Long before Question 2, federal laws have impacted the education of English language learners. Until the Civil Rights Act of 1964, minority students were educated in “sink or swim” English immersion classes. The Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin. ELLs were not offered much support in their English learning. Four years later, English language learners were specifically addressed in Title VII of the Elementary and Secondary Education Act of 1968, also known as The Bilingual Education Act, which established federal policy for bilingual education to allocate funds for innovative programs, and recognized the unique educational disadvantages faced by non-English speaking students. Between 1978 and 1994, there were several amendments to Title VII:

• In 2001, No Child Left Behind replaced the Bilingual Education Act. This new bill was focused primarily on English Language Learners and brought about drastic change in both bilingual education and bilingualism

Movements for bilingual education rose in 1974 with the Equal Education Opportunity Act and Bingual Education Act, which ordered federally funded schools to meet special educational needs for students not proficient in English. Unfortunately, dropout rates and lack of English-language proficiency alarmed the states that these bilingual programs were not efficent. Because of this, arguments between English-only advocates and supporters of bilingual educations emerged. Articles such as the New York Times have proclaimed the failures of bilingual education. One cause could be the resistance of immigrants from English language acquisition, who hold tight onto their first language and culture. Despite this, studies show that generations

According to the No Child Left Behind Act of (NCLB) of 2001, one of the Titles III’s purposes was “to develop high-quality language instruction education programs designed to assist states, district and schools in teaching limited English proficient children and serving immigrant children and youth” ( ESEA Section 3102 (3) as stated in Language Instruction Educational Programs ( LIEPs), 2012 p. viii). As such, Article 14-C of the Illinois School Code recognizes two models to serve ELL students: a transitional bilingual education (TBE) program or transitional program of instruction

English language learners enrollment in the Council member districts has remained relatively stable over the past several years. In 2007-08, 1.1 million ELLs were enrolled in urban schools, accounting for 16.5 percent of total district enrollment. In 2009–10, 1.2 million ELLs were enrolled, accounting for 17.5 percent of total district enrollment (Uro & Barrio, p. 26, 2013). The No Child Left Behind (NCLB) Act of 2001 required students in grades three through eight to be tested every year in reading and math. While NCLB now holds educators more accountable with student learning, it now also tests English language learners (ELLs) in content areas (Coltrane, 2002, p.1). This denotes a question of validity and reliability with assessment. The

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

The purpose of this paper is to examine how the Federal Bilingual Education Act of 1968, ended the War on Poverty. Bilingual education is the use of more than one language to deliver curriculum content. The bilingual education system is designed for students to become proficient in English, and also encourage students to become bi-cultural; and function in two, or more linguistic and cultural groups. The policy expressed U.S commitment to the needs of the growing number of children in the public schools, whose first language was not English. In 1968, the government passed the Bilingual Education Act, which required language minority students to be taught in both their native language and English. I myself had to undergo English as a

Federal and state laws both govern the educational system in the United States, this includes laws regarding how English Language Learners (ELLs) are instructed. The federal law, No Child Left Behind Act (NCLB), allows schools to decide the method to use for teaching ELLs, but it does not provide federal support for bilingual education programs, (Peregoy & Boyle (2016). Reading, Writing and Learning in ESL. page 29) . Bilingual education, is an “instructional approach that teaches at least some academic content (e.g., reading or science) in the native language in addition to teaching students academic content in English (Goldenberg, C. (2008). Teaching English language learners: What the research does – and does not – say. American Educator,

Politics have made up a large part of public education in the United States of America since Anglo-Saxons came over from Europe. The effects that politics and governmental policies have had on public education have been evident throughout the history of the United States and are still apparent today. Beginning with assimilation and acculturation in the 17th century and continuing on to programs such as President George Bush’s No Child Left Behind Act of 2001 and the Mississippi Healthy Students Act of 2007, it is clear that governmental policies have and will always affect public education in the United States.

to Baker (1997), this legislation was designed to assist Spanish-speaking students who were failing in school. Senator Yarborough explained that the bill was needed because of the failure of the school system to educate Spanish-speaking students that was reflected in comparative dropout rates (Lyons, 1990). The Hispanic dropout rate was close to 75 percent in certain areas (Ovando et al., 2006). In 1968, President Lyndon B. Johnson signed the Bilingual Education Act into law, which indicated the first commitment made by the U.S. government to address the special needs that ELLs bring to public schools (Crawford, 1989). According to Wiese & Garcia (2001), the BEA of 1968 represented the main federal legislative endeavor to provide ELLs with equal educational opportunities.

The No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government 's flagship aid program for disadvantaged students. No Child Left behind was enacted with the intent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to “close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (ESEA) to put most simply. The act serves to only require certain basic skills, but does not have any national achievement standards, as it is decided on by each individual state. The bill was signed into effect by George W. Bush in January of 2002. Many people, opposers and supporters alike, argue that it is a "one-size-fits-all" approach to education and teaching that puts too much emphasis on testing and doesn 't fund schools properly, making it nearly impossible to achieve success. The law was initially designed to introduce national standards to a system in which students in some demographic groups were more likely to succeed and others likely to be left behind. But it allows states to determine how success is measured, which could be the source of its downfall.

Historical Background The Bilingual Education Act of 1968 reflected the diversity and multiple cultural backgrounds of the United States. It was the first act to acknowledge individuals with limited English-speaking abilities. According to, Immigration in America, the Bilingual Education Act of 1968 (BEA) was a federal law which provided funding to school districts to develop bilingual education programs. The BEA was signed into law on January 2, 1968.

Particularly, it has been thought to be the beginning of a revolutionary time when historically marginalized populations demanded for equitable treatment. Although the Civil Rights Act of 1964, did not directly refer to ELLs, it did allow for there to be a focus on the treatment of minority populations all across America. As language minority students, ( children who reside in homes where the main language is not English), are a minority population, the Civil Rights Act did allow for conversations concerning what to for these students to enter the discussion. With pressure from Shortly thereafter, the Bilingual Education Act of 1968 was established. The Bilingual Education Act did enhance the learning abilities for ELLs, however there were several issues with its’ first implementation. For example, the act gave competitive grants to school districts to use toward the creation of their own programs. This act was based on a voluntary basis, not a federal requirement. To be considered for the grant, the districts could only use the money toward resources for educational programs, training for teachers and teacher aides, development and dissemination of materials, and parent involvement projects. Provisions as to how each district used and distributed the money was foreseen on a local level, and extremely

Bilingualism has shown to strengthen cognitive ability. Bilingualism maintain cultures and self-esteem and build strong communities of families that can effectively contribute back to society. Unfortunately, the No Child Left Behind Act of 2002 states that it was established to “help ensure that English language learners and immigrant students attain English proficiency and achieve academically” which has a tendency to be interpreted as programs that look more like English Immersion or assimilation which is something that has been proven not to be academically successful. The goal of our current educational policies toward education do not utilize such terms or seem to support cultural maintenance or

“Accountability is incredibly important for the school systems. People shouldn't fear accountability, they ought to welcome an accountability system as a useful tool to make sure no child is left behind” George Bush quoted. When the No Child Left Behind Act was passed in 2001, president George Bush along with many other people had different expectations at that time. Expectations that included improvement in testing scores, progress increase in grades along with improvement in teachers. For a short period of time this appeared to have worked, however with the course of time it is evident that NCLB has many flaws that have reflected in the outcome.