District Readiness to Implement Standards-Based Reform for English Language Learners a Decade After No Child Left Behind Act

This 16-state survey of school districts with fewer than 500 English language learners revealed that few district-level English language learner staff had formal preparation in educating English language learner or using English language proficiency standards. A wide school-level disparity existed between English as a second language or bilingual teachers and general education teachers in terms of their engagement with proficiency standards and assessment data.

Published: April 2012

Author: Naomi Lee

Access the Working Paper from the WCER website.