Citation URL: http://www.urban.org/ClemenciaCosentinodeCohen

This brief presents research findings as well as policy recommendations arising from a study of the No Child Left Behind Act and its implications for immigrant children and English language learners (ELLs). Analyses are based on nationally-representative data from the Schools and Staffing Survey and detailed case studies of selected elementary schools and school districts serving high concentrations of ELL students. Results reveal an extraordinary degree of concentration of ELL students in a few schools that tend to be large, urban and serve a predominantly minority student population. Case studies at some of these schools suggest that, while implementation of NCLB has resulted in problems associated with increased testing (exacerbated by the use of inappropriate tests), the law has also had a positive effect on the education of ELL students as it has increased the attention paid to these students; fostered the alignment of curriculum, instruction and professional development; and raised the bar for student achievement. Implications of findings for the education of ELL students, particularly in schools serving low concentrations of English language learners, are discussed. Policy recommendations presented include the development of appropriate tests for ELLs, the inclusion of pre-K in NCLB legislation, and the provision of professional development for teachers.

This report describes the implementation of the No Child Left Behind (NCLB) Act in school districts and schools with large enrollments of English language learners (ELLs) and immigrant students. The study, part of a series on the education of young immigrant students, documents how this landmark legislation in education policy played out in three high-ELL districts and six schools and traces the law’s effect on the education of ELL students attending these schools. The research, which takes a case study approach, addresses the following questions: 1) How has NCLB been implemented in high-ELL schools? 2) What has been the effect of NCLB on the improvement of high-ELL schools? and 3) What has been the effect of NCLB on ELL students in high-ELL schools? The findings reveal that, while implementation of NCLB in high-LEP schools has resulted in some problems for ELL students’ education, the net effect of the law has been positive because it has increased attention paid to ELL students; increased the alignment of curriculum, instruction, professional development, and testing; and raised the bar for ELL student achievement.

This report presents key evaluation findings for the National Science Foundation's Louis Stokes Alliances for Minority Participation (LSAMP) program. LSAMP was designed to increase the pool of underrepresented minority students completing bachelor's degrees and pursuing graduate studies in science, technology, engineering and mathematics (STEM). Findings reveal that LSAMP graduates were indeed more likely than national comparison groups to enroll in and complete graduate studies in STEM. Program staff report that LSAMP expanded institutions' ability to develop STEM talent. A research-based descriptive model of the program's implementation is included, establishing a critical link between theory and practice to inform future interventions.

This is the full technical evaluation report on the Louis Stokes Alliances for Minority Participation (LSAMP) program--a National Science Foundation effort to increase the pool of underrepresented minority students receiving bachelor's degrees and pursuing graduate studies in science, technology, engineering and mathematics (STEM). Utilizing quantitative and qualitative methods, the evaluation describes LSAMP's implementation and assesses whether it achieved its goals. Findings reveal that LSAMP graduates are more likely to enroll in and complete graduate programs in STEM than nationally-representative comparison groups. Program staff report that LSAMP expanded institutions' ability to develop STEM talent. A research-based descriptive model of the program is included, reinforcing the link between theory and practice in effective interventions.

This report presents findings from an Urban Institute study of provisions of the No Child Left Behind Act (NCLB) requiring paraprofessionals (instructional support staff) in Title 1 schools to be "highly qualified." Commissioned by Recruiting New Teachers, Inc. (RNT), and funded by the Lumina Foundation for Education, the study examined compliance with the NCLB’s paraprofessional provisions, problems faced by districts whose paraprofessionals do not meet the requirements, and strategies and funding sources for compliance. Results suggest that while most jurisdictions will meet the NCLB’s 2006 deadline for compliance and testing is the most widely used assessment of paraprofessional quality, compliance and strategies used to certify paraprofessional quality vary widely across states and districts.

The No Child Left Behind Act (NCLB) requires that, by 2006, all employees providing instructional support (paraprofessionals, teacher aides, tutors, etc.) in a program or school supported with Title I, Part A funds meet one of the following criteria: hold an associate's degree (or higher); complete at least two years in an institution of higher education; or obtain a passing score on a test that measures reading, writing, and mathematics competency. This policy brief highlights key findings of an Urban Institute study focusing on this provision of NCLB, and elaborates on the policy implications of those findings. These include an information problem (many jurisdictions cannot document paraprofessional compliance with NCLB), a trade-off between complying with the spirit of the law and preventing a staffing problem, and an emphasis on testing over further education.

This report offers a detailed picture of elementary schools educating limited English proficient (LEP) students. Analysis reveals that LEP students are largely segregated: nearly 70% of LEP children are enrolled in only 10% of schools. Compared to Low- and No-LEP schools, High-LEP schools are predominately urban, have mostly low-income and minority students, and face challenges in staff recruitment. The remaining 30% of LEP students are in schools with fewer LEP peers, where they are less likely to receive services tailored to their educational needs. Because the federal No Child Left Behind (NCLB) Act holds schools accountable for the performance of LEP children, the report discusses the findings' implications for implementing NCLB in High- and Low-LEP schools. [View the corresponding press release]

The focus of this review was to identify current math and science curricula and professional development at the middle and high school levels that showed evidence of positive impact on student achievement. Our goal was to come up with enough math and science curricula with relatively credible evaluations to provide some choice to districts and schools that wanted guidance in selecting a curriculum and that wished to use effectiveness as a selection criterion.

This report identifies mathematics and science curricula as well as professional development models at the middle and high school levels that are effective based on their success in increasing student achievement. The goal of the study was to provide some choice to districts and schools that wanted guidance in selecting a curriculum and that wished to use effectiveness as a selection criterion. Unexpectedly, most middle and high school mathematics and science curricula did not have studies of student achievement with comparison groups, and it proved especially difficult to find effects in either math or science for subgroups by sex, minority status, and urban status. Findings strongly suggest that science curricula is more effective when it is inquiry-based, although math curricula can be effective when standards- or traditional-based.

This report describes the educational milieu in urban schools. The report is based upon studies of student performance in urban schools and the conditions that contribute to performance. The purpose of the study is to identify factors and processes that facilitate or impede effective systemic reform, particularly reforms in math and science education. The review describes the urban context of educational reform and examines literature related to current reforms and effective strategies for teaching inner-city youth. The report presents conclusions and discusses the implications of research on reform in mathematics and science in urban schools.

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