The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency - Blaise, Jean G. (Urban education (Beverly Hills, Calif.), 2018)
Keywords: Academic achievement; Accountability; Achievement tests; Barriers; College students; Competence; Disadvantaged; Educational Assessment; English language; English Language Learners; Ethnography; Foreign Students; Graduate students; Haitians; High School Students; High Stakes Tests; Immigrants; Language acquisition; Language policy; Language usage; Learning Readiness; Limited English proficiency; Limited English Speaking; Mathematics Skills; Parent Attitudes; Public Schools; Second Languages; Secondary school students; Social environment; Standardized Tests; Student Attitudes; Students; Testing Problems; Massachusetts (Boston); Boston Massachusetts; United States--US; mathematics; social; readiness; subjects; language; English; drop-out rates; educational equity; identity; LEP; No Child Left Behind; programs; poverty; urban education; postsecondary education; ethnography; ESL