Download PDF by Kate Menken: English Learners Left Behind: Standardized Testing as

By Kate Menken

ISBN-10: 1853599972

ISBN-13: 9781853599972

ISBN-10: 1853599980

ISBN-13: 9781853599989

ISBN-10: 1853599999

ISBN-13: 9781853599996

This publication explores how high-stakes assessments mandated by way of No baby Left at the back of became de facto language coverage in U.S. faculties, detailing how trying out has formed curriculum and guideline, and the myriad ways in which checks are actually a defining strength within the day-by-day lives of English Language inexperienced persons and the educators who serve them.

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Extra info for English Learners Left Behind: Standardized Testing as Language Policy (Bilingual education & Bilingualism)

Sample text

The problem of ‘push-outs’ and the increase in numbers of immigrant youths leaving school to pursue a Graduate Equivalency Diploma (GED) have also recently received greater attention in New York and elsewhere across the nation, as further side-effects of high-stakes testing. ‘Push-outs’ are defined as students who leave school involuntarily, even though they have a legal right to remain. In 2001, 55,015 students were discharged from New York City high schools; this number is higher than the schoolwide dropout rate for that year, which was 14,549.

New York City is one of the most multilingual cities of the world (García & Fishman, 2002). ‘English has never been, and cannot be considered today, New York’s vernacular’ (García, 2002: 4). 8% are ELLs. The study this book is based upon examines the implementation of recent policy regarding assessment and high school graduation in an effort to increase understanding of the national issues delineated in the preceding chapters as they play out in New York City. There are currently 37,810 ELLs enrolled in New York City high schools (New York City Department of Education, 2006b).

New York City offers a unique context for the exploration of testing and language education policy, due to its great racial, ethnic and linguistic diversity. The first section of this chapter offers an overview of local legislation and policies impacting the education of English language learners, and highlights New York’s strong historical support for bilingual education programming. In spite of this history, however, this section shows how bilingual education enrollment has decreased while English-only programs have increased since the passage of No Child Left Behind.

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English Learners Left Behind: Standardized Testing as Language Policy (Bilingual education & Bilingualism) by Kate Menken


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