Putting English Language Learners on the Educational Map: The No Child Left Behind Act Implemented
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of public consideration. The views expressed are those of the authors and should not be attributed
to the Urban Institute, its trustees, or its funders.
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Abstract
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.
Introduction
To expand knowledge about young immigrant populations and to document how the No Child Left
Behind Act (NCLB) affects the education of English language learner (ELL) and limited English proficient
(LEP) students, the Urban Institute was funded by the Foundation for Child Development to undertake
a series of reports. The series includes
- A demographic profile of LEP children and children of immigrants with a special focus on pre-K to
5th grade.
- A statistical portrait comparing elementary schools with high enrollments of LEP students to schools
with low or no enrollments of LEP students to examine differences that might affect schools’ abilities
to meet NCLB requirements.
- A report on the effect of NCLB requirements on high-LEP elementary schools (pre-K through 5th grade)
based on case studies of six schools in three school districts.
- A “road map” that acts as a guide to negotiating the complexities of NCLB.
This policy brief draws on this work to address the main question guiding the series: has NCLB
improved education for ELLs as schools have become accountable for these students’ performance? This
question applies not only to the educational levels subject to the law but to pre-K as well, for
which there have been spillover effects. After presenting an overview of the ELL population’s demographic
profile, this brief focuses on the findings of the statistical portrait of schools and the case studies
to answer the main research question. 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 (a) increased attention paid to ELL students; (b) increased the alignment
of curriculum, instruction, professional development, and testing; and (c) raised the bar for ELL
student achievement. The brief discusses the implications of the findings and gives recommendations
for strengthening the potentially positive effects of NCLB on the education of ELL students. By documenting
the benefits of spillover effects of the law on pre-K education, the brief also looks ahead to the
reauthorization of NCLB and the implications of expanding the law to include this educational level.
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Disclaimer: The nonpartisan Urban Institute publishes studies, reports, and books on timely topics worthy of public consideration. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders.
