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1	Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
	Ganesan, Uma
	In: The Nebraska Educator: A Student-Led Journal (2021)
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2	Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
	Ganesan, Uma Maheshwari
	In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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3	African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation
	Salih, Suweeyah S.
	In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019)
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4	Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
	Lance, Heidi Rachel. - : University of Southern California Digital Library (USC.DL), 2017
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5	Changes in Language Policy and Education in the U.S. after Crawford (1992) with an Emphasis on Bilingual Education in Public Schools ; Crawford (1992) 以降の米国言語事情—マイノリティ言語教育政策を中心に—
	柳澤, 順一; Yanagisawa, Junichi; ヤナギサワ, ジュンイチ. - : 高崎商科大学紀要, 2017
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6	Raising Student Achievement Through Programmatic Initiatives and Instructional Improvement
	Georgia, Philip S.
	In: Dissertations (2015)
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7	An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs
	Kitson, Christina. - : University of Kansas, 2015
	Abstract: Abstract AN INVESTIGATION OF ENGLISH LANGUAGE LEARNERS’ PERFORMANCE ON REGULAR CONTENT ASSESSMENTS: A STUDY OF KANSAS ELLS by Christina Lee Kitson Due to the federal No Child Left Behind Act and accountability requirements, English language learners (ELLs) in Kansas are expected to make progress in both content area academic achievement and English language proficiency (ELP), as is measured using the state mandated testing for Title I and Title III. In Kansas this is done using the Kansas English Language Proficiency Assessment (KELPA) and the content assessments created by the Center for Educational Testing and Evaluation (CETE) for Math, Reading, and Science. Using validity theory as the framework, the intention of this study was to analyze the relationship between students’ English language proficiency category, as measured by the KELPA, and their scores on the content assessments in Math, Reading, and Science. One goal of the research is to examine the predictive power of English language proficiency on content area assessment scores. Additional demographic variables were added to the analysis to measure their influence on content assessment scores. Multiple regressions and multiple ANOVA analysis were performed on state-wide data for all ELLs in the state of Kansas in 3rd – 11th grade classified as ELLs, who took the KELPA and at least one content assessment in 2010. The results confirm that English language proficiency category positively corresponds to content area assessment score for all skills examined. This means that the lower the English proficiency, the lower the content assessment score. Like previous research, Reading had the strongest connection. Students with exceptionality codes (gifted or learning disabled), the English language proficiency category, and the Number of Years in the U.S., were all found to have significance, on average, at least 70% of the time Qualifying for Free and Reduced Lunch, Native Language, and Gender were found to be significant between 60% - 70% of the time overall. When two demographic variables were combined and analyzed as a pair, no pair combination was found to be significant more than 70% of the time overall. Total Proficiency Category and Exceptionality Code was the only pair combination that had an overall influence above 60%, with an average of 67% across the skills. Discussion is provided expressing the implications of these findings in regards to validity, as well as specific suggestions for teachers, schools, state education systems, and the federal education system. A final appeal is made to ensure that the assessments used with the ELL population accurately reflect that population’s needs, and take into account the issues regarding validity of assessment scores from the ELL population.
	Keyword: Assessment; Educational tests & measurements; English as a second language; English Langauge Proficiency; English Language Learners; NCLB; Title I; Validity Theory
	URL: http://hdl.handle.net/1808/21000 http://dissertations.umi.com/ku:14396
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8	Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
	Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014
	In: Gage-Serio, Ondine Angelique. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/5mz970cg (2014)
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9	Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
	Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014
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10	Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
	Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014
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11	Indiana
	Adams, Susan R.
	In: Scholarship and Professional Work – Education (2013)
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12	NCLB's effects on teachers' perceptions, satisfaction, and career intentions
	Scholz, Carrie L.. - 2013
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13	Multiple voices in a secondary English curriculum
	Holding, Elizabeth. - 2013
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14	A Foucauldian Analysis of NCLB: Student Data as Panoptic Surveillance
	King, Chris
	In: Educational Policy Studies Dissertations (2012)
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15	Ending the Bigotry of Low Expectations? No Child Left Behind and the Texas State Alternative Assessment for Students with Disabilities
	Lewis, Dale Lee. - 2012
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16	THE RELATOINSHIP BETWEEN TEACHER PERCEPTIONS OF AUTONOMY IN THE CLASSROOM AND STANDARDS BASED ACCOUNTABILITY REFORM
	Sparks, Dinah. - 2012
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17	Academic achievement outcomes of former English-language-learners in Texas
	Ren, Han. - 2011
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18	Imbalanced literacy? How a US national educational policy has affected English learners and their teachers
	Judy Sharkey
	In: Colombian Applied Linguistics Journal, Vol 0, Iss 11, Pp 48-62 (2011) (2011)
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19	Missing Messages: The Influences of Class and Culture on Educational Achievement in First Generation Immigrant Families
	Vega, Eric Jason. - : eScholarship, University of California, 2010
	In: Vega, Eric Jason. (2010). Missing Messages: The Influences of Class and Culture on Educational Achievement in First Generation Immigrant Families. UC Riverside: Sociology. Retrieved from: http://www.escholarship.org/uc/item/72t9n070 (2010)
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20	Missing Messages: The Influences of Class and Culture on Educational Achievement in First Generation Immigrant Families
	Vega, Eric Jason. - : eScholarship, University of California, 2010
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