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Culturally And Linguistically Diverse Students' Standardized English Literacy Achievement And Language Redesignation Status: A Multiple Regression Analysis, Matthew R. Weyer
Culturally And Linguistically Diverse Students' Standardized English Literacy Achievement And Language Redesignation Status: A Multiple Regression Analysis, Matthew R. Weyer
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The initial No Child Left Behind (NCLB) legislation stated that by 2014 all students would reach proficiency in all subjects. However, this has not been the case as NCLB has had mixed effects for culturally and linguistically diverse students (CLDs) (Hopkins, Thompson, Linquanti, Hakuta, & August, 2013). Language redesignation policies, often termed reclassification, can be considered a significant contributor as the variation in policies and practices alone has led to significantly different achievement for CLDs across the country (Hill, Weston, & Hayes, 2014; Mahoney & MacSwan, 2005) and has created an expansive achievement gap with their non-CLD White counterparts (Reardon, …