NCLB

This article discusses six issues relating to Limited English Proficiency (LEP) in meeting adequate yearly progress (AYP) under the NCLB. The issues are: inconsistency in classification, small LEP populations, classification of LEP isn’t stable, measurement is normed from first language English speakers, baseline scores vary, and varying cutoff points for LEP students.

What I got out of this article was that LEP students continue to be labeled as not meeting proficiency in language demanding assessments. The studies have found that LEP students score better in math calculations when it is not language demanding, and fail in reading, writing, science and social studies. The article stated, “items that are linguistically complex contribute largely to the measurement error variance observed for LEP students” (p. 7). LEP students are way behind their English First Language counterparts, and the way the assessments are measured are not fair for these students. The achievement tests need to be modified for these students to equal their content knowledge of the subject. It is unfair that the assessments cannot be taken in their native language.

After reading the article, it makes me question why cannot the states come up with a similar definition of an LEP student? What is defined, as LEP in Alaska is probably different in Florida, especially if a student is labeled as LEP from parent surveys? What if the parent didn’t answer the questions the truth of their language?

Many students in LKSD are labeled LEP. I wonder what accommodations do they do for them? All I know is that students are taught English Language Development classes through out the school district. How do they decide who will teach these classes? Do they have enough training to teach these classes? How often do they meet for training? Is the cut off of classification the same for every state?

LEP students defiantly need to be addressed by all the stakeholders of the assessment, especially of the policy makers. Although, the Secretary of Education visited Rural Alaska a few years ago, there are no changes to NCLB. This act continues to give an option to parents for failing schools, to move their child to another school. What other options do these parent’s have? I’m sure many parents do not have time for home schooling. Teachers in the school district have to teach out of their qualifications. What are the current options to be highly qualified for the High School teachers?