Module 1: Introduction

"Achievement data suggest that English-language learners lag far behind their peers. Nationwide, only seven percent of limited-English students scored "at or above proficient" in reading on the 2003 fourth grade National Assessment of Educational Progress, compared to about 30 percent of students overall. Results in fourth grade math, as well as eighth grade reading and math, were similar. In addition, provisions in the No Child Left Behind Act of 2001 related to students with limited English proficiency have inspired close scrutiny of the education of those students. . . . States, districts, and schools must report the test data separately for English-language learners and show that the subgroup meets “adequate yearly progress,” or AYP, targets. Since districts and states are accountable for ensuring that English-language learners meet such proficiency goals, it’s important to determine the best ways of educating students with limited proficiency in English."

Excerpted from English-Language Learners

Welcome to Week 2. As we read last week, legislation has been the major catalyst for creating state and national academic guidelines that serve to ensure that English Language Learners (ELLs) reach their academic potential by receiving the same challenging curricula as native English speakers.