A Teachers’ Perceptions of ELL Education
Since implementation of No Child Left Behind (NCLB) mandates, much attention has been focused on the education of the rapidly growing English language learners (ELLs) in U.S. schools. Disaggregated accountability reports for subgroups are required as a result of NCLB. Schools must report yearly progress in ELL students’ growth in English proficiency, reading, and math tests, and schools must assure that all students are taught by highly qualified teachers.
Rural school districts are especially challenged to provide inservice teachers with face to face professional development to meet the needs of increasing numbers of English learners.
Rapid growth in the ELL and Hispanic student populations demands attention among educators and teacher education programs, as the academic success rate of Hispanic students nationwide and in Idaho has consistently lagged well behind the rest of the student population.
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