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6. No Child Left Behind and Bilingual Education

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6. No Child Left Behind and Bilingual Education

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¨The BEA was passed during the Civil Rights Movement, and it was the first federal law passed specifically to address the needs of English-learning K-12 students.¨

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1. No Child Left Behind and Bilingual Education

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1. No Child Left Behind and Bilingual Education

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¨Some NCLB critics also argue that the focus away from bilingual education harms the ability of immigrant and native-born students to develop mutual cultural understanding, and critics further believe that the NCLB's use of sanctions against low-performing schools unfairly targets those schools with high numbers of English-learning and/or low-income students.¨

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2. No Child Left Behind and Bilingual Education

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2. No Child Left Behind and Bilingual Education

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¨Because of the NCLB's emphasis on standardized testing as a means of determining performance, and because English-learning students must take the same standardized tests as other students, schools with many immigrant students may face a disadvantage.¨

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3. No Child Left Behind and Bilingual Education

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3. No Child Left Behind and Bilingual Education

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¨...NCLB drastically altered the federal government's approach to bilingual education.¨

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4. No Child Left Behind and Bilingual Education

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4. No Child Left Behind and Bilingual Education

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¨BEA created fellowship programs for teachers to learn the most effective methods for assisting bilingual or English-learning students.¨

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5. No Child Left Behind and Bilingual Education

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5. No Child Left Behind and Bilingual Education

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¨BEA provided grants to states or school districts that adopt promising, innovative policies to assist English-learning students to attain fluency.¨

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7. No Child Left Behind and Bilingual Education

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7. No Child Left Behind and Bilingual Education

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¨BEA emphasized the goal of preparing English-learning students for regular classroom instruction while maintaining their native languages and cultures.¨

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8. The Effects on No Child Left Behind on Socioemotional Outcomes

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8. The Effects on No Child Left Behind on Socioemotional Outcomes

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¨In 1965, Congress enacted the Elementary and Secondary Education Act, a law that provides the federal government with the authority to fund public schools (and with that authority, the ability to influence education goals and policy). Three years later, Congress added a new provision to that law, an amendment referred to as the Bilingual Education Act ("BEA").¨

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9. The Effects on No Child Left Behind on Socioemotional Outcomes

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9. The Effects on No Child Left Behind on Socioemotional Outcomes

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According to our unweighted regressions, academic anxiety increased by 0.08 standard deviations, which is significant at the 5% level.

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10. The Effects on No Child Left Behind on Socioemotional Outcomes

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10. The Effects on No Child Left Behind on Socioemotional Outcomes

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"...students of lower socioeconomic status are more likely to be clustered in schools in danger of failing to make AYP"

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11.The Effects on No Child Left Behind on Socioemotional Outcomes

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11.The Effects on No Child Left Behind on Socioemotional Outcomes

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"Psychology research also finds that when students have a performance goal, such as doing well on a test, they tend to feel more anxious than when focusing more on process goals"

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12. The Effects on No Child Left Behind on Socioemotional Outcomes

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12. The Effects on No Child Left Behind on Socioemotional Outcomes

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"We find suggestive evidence that high-stakes standardized testing produced an increase in academic anxiety for students in the top half of the income distribution."

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13. The Effects on No Child Left Behind on Socioemotional Outcomes

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13. The Effects on No Child Left Behind on Socioemotional Outcomes

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"The No Child Left Behind (NCLB) Act of 2001 was the first national law to require consequences for U.S. schools based on students’ standardized test scores."

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Every student is different so we cannot all teach them the same.

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''By your tampering and thwarting and too much governing he may be hindered from his end and kept out of his own.

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Drills and practice tests happen almost everyday just to boost test scores and school districts supporting this new tactic by overly funding it.

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''The most toxic flaw in NCLB was its legislative command that all students in every school must be proficient in reading and mathematics by 2014, including students with special needs, students whose native language is not English, students who are homeless and lacking in any societal advantage, and students who have every societal advantage but are uninterested in their school work.''