1. Limited English Proficient Students and High-Stakes Accountability Systems
- Author:
- Michael Fix and Jorge Ruiz-de-Velasco
- Publication Date:
- 04-2002
- Content Type:
- Working Paper
- Institution:
- Urban Institute
- Abstract:
- In 1994 Congress required all states to implement comprehensive accountability systems for schools receiving federal funds under the Elementary and Secondary Education Act (ESEA). This new federal requirement responded to civil rights advocates' concerns that schools serving large numbers of poor, minority, and limited English proficient (LEP) students set lower standards for their education and thus ratified lower expectations for their performance. These changes in the ESEA made a dramatic break with past practice by requiring states to replace minimum standards for poor and academically disadvantaged children with challenging standards for all students. New accountability systems were to be based on state-established content standards for reading and math, include assessments aligned with those standards, and would require that states hold all students to the same performance standards.
- Topic:
- Education, Government, and Migration
- Political Geography:
- United States