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dc.contributor.authorWang, Mayen
dc.date.accessioned2016-06-27T19:04:12Zen
dc.date.available2016-06-27T19:04:12Zen
dc.identifiereprint:392en
dc.identifier.urihttp://hdl.handle.net/10919/71627en
dc.description.abstractInstitutional factors affecting implementation of policies are a reflection of the larger political context and setting of money in education. This has an impact on implementing accommodations for English Language Learners in standardized testing under No Child Left Behind. To see if this is true, four states: Indiana, New York, Tennessee and Wisconsin were chosen as examples of state policy adoption and their test contracts were collected from a test company. State accommodations for ELL in testing policy and state costs for standardized tests were analyzed in a comparative review. The diversity of methods in accommodation and lack of correlation between state standardized test costs to product illustrates institutional factors affecting NCLB implementation. Therefore it becomes essential for professional development to support states in implementing NCLB within an institutional context. Addressing these factors will lead to greater educational progress in U.S. federal policies.en
dc.format.mimetypeapplication/msworden
dc.language.isoenen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLAen
dc.subject.lccJVen
dc.subject.lccF001en
dc.subject.lccKFen
dc.subject.lccLTen
dc.subject.lccJFen
dc.subject.lccL1en
dc.subject.lccHTen
dc.subject.lccLBen
dc.subject.lccJKen
dc.subject.lccLDen
dc.subject.lccPEen
dc.subject.lccLFen
dc.subject.lccLGen
dc.subject.lccE11en
dc.titleThe Institutional Setting of Education Implementing No Child Left Behind for English Language Learnersen
dc.typeThesisen
thesis.degree.levelmastersen


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