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English Learners Left Behind: Standardized Testing as Language Policy


reviewed by Penelope Wong — May 30, 2008

coverTitle: English Learners Left Behind: Standardized Testing as Language Policy
Author(s): Kate Menken
Publisher: Multilingual Matters, Clevedon
ISBN: 1853599980, Pages: 207, Year: 2008
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Kate Menken’s English Learners Left Behind: Standardized Testing as Language Policy is an illuminating work that addresses a topic which until now has had little attention: the effect of the federal education policy of No Child Left Behind (NCLB) on the lives of English Language Learners (ELLs) in terms of their educational experiences, particularly their language learning experiences, in the U.S. public school system. Using a mixed qualitative and quantitative research design, Menken provides data from interviews, observations, state, district, and school policy documents, standardized test results, and other sources (i.e., graduation and drop out rates) to illustrate how ELLs in ten high schools across the boroughs of New York City experience extraordinarily high failure rates on the high-stakes graduation exit exams (in English) that they must pass in order to receive a high school diploma and/or be admitted to college. In short, Menken convincingly illustrates that the standardized testing... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: May 30, 2008
http://www.tcrecord.org ID Number: 15261, Date Accessed: 10/18/2017 5:33:56 AM

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About the Author
  • Penelope Wong
    Outward Bound
    E-mail Author
    PENELOPE WONG is an Expeditionary Learning Outward Bound School Designer.
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