Module 3: META Consent Decree and Classroom Implications

The No Child Left Behind Act of 2001

The No Child Left Behind Act of 2001 (NCLB) is a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965 with significant changes that impact ELLs. It requires all children to demonstrate proficiency in reading and mathematics by 2014. Additionally, it addresses the needs of all children, including those from varying socioeconomic, ethnic, and cultural backgrounds. NCLB emphasizes teacher quality, school accountability, increased flexibility and local control, and parental choices (Coady et. al., 2003).

Title III, Part A of NCLB, which targets English language learners, replaces Title VII of the Elementary and Secondary Education Act, which served only a fraction of the ELLs nationwide through competitive grants. Unlike Title VII, Title III funds are allocated to states based on the number of ELLs and the number of recently immigrated students. In turn, districts receive Title III funds based on this formula (Coady et al, 2003).

How does Title III assist ELLs?

Title III assists ELLS in the following ways:

• helps to ensure that ELLs receive the same access to challenging State academic content and meet the same achievement standards as native speakers of English
• assists State and local educational agencies to establish, implement, and sustain language instruction educational programs for ELLs
• holds State educational agencies, local educational agencies, and schools accountable for the improvements in English proficiency of ELLs each year
• holds State educational agencies, local educational agencies, and schools accountable for increases in core content knowledge by showing adequate yearly progress of ELLs

With its funding structure and its stringent academic standards for ELLs, Title III strives to serve more ELLs than any other previous federal initiative.