Has Progress Been Made in Raising Achievement for English Language Learners?

This report examines the progress in raising achievement for English language learner (ELL) students, and it describes the factors that make it difficult to accurately assess what ELL students know and can do. The Center on Education Policy, an independent nonprofit organization, with technical support from the Human Resources Research Organization, collected the data for the analysis from the state reading and mathematics tests used for the No Child Left Behind Act of 2001 (NCLB) accountability in the 50 states.

Content Comments 

This lucid and accessible resource presents compelling, sometimes surprising, information about proficiency rates for English language learner (ELL) students. The resource may be useful to educators, state and national policymakers, and other stakeholders who work in the ELL field. The resource is especially timely in light of earlier concerns that ELL students may make it challenging for states to meet the No Child Left Behind Act of 2001 (NCLB) goals.