The No Child Left Behind Act is devaluing bilingual education and failing to address the needs of language-minority students because of the law’s heavy emphasis on English-only programs and high-stakes testing, concludes a report released last week.
The report, conducted by Arizona State University’s education policy studies laboratory, suggests that prior to the passage of the education law in 2001, the federal government had progressively taken steps toward meeting the needs of English-language learners. But since then, the report says, that commitment has eroded.
Among other criticisms, the report says the federal education law forces English-language learners to take standardized tests in a language in which they are not yet proficient.
A version of this article appeared in the February 16, 2005 edition of Education Week