LING 612 NCLB by J. Abedi (2004)

Assessment and accountability issues in the limited English proficient (LEP) subgroup of the No Child Left Behind (NCLB) Act is a major factor to achievement for this group of test takers. This subgroup is not a constant group that stays the same in the many groups that are considered when calculating if a school makes adequate yearly progress (AYP). Abedi gives statistics that argue his points that shows varying percentages that shows that not all schools have the same level of LEP students in each state's school and how that subgroup is measured. In an extreme case with the label, "failing" school the students are looked at as the culprit for the negative label. With that suppose to come extra funding to get the school resources needed to meet the needs of the student population.
Policymakers, lawmakers, and decision makers all need to work together with the federal government to remedy the issues to bring about more effort for fairness into the assessment of and accountability for LEP students.
In my limited experience with the act, I see drop out rates increasing and students being labeled as a number and how it compares to the number that will show the proficiency level, with no funding to help the students with the needs being met. I also heard about students that will be below proficient being "expeled" on the testing window. In my school, we are working really hard and huge efforts by the teachers and parents to help the students do their best on the test. Even when all the students are trying their best and the school focuses on the test, it still can depend on the wellness of the students during the testing period and whether students who were proficient still progress at that level. Attendance, daily lessons, focus on the GLE's, and the amount of material covered in the year can make or break a school. Not only are school labeled as failing, but there is still little or no help to bring LEP students to become fluent English proficient students.