Examining No Child Left Behind mandates and implementation: An exploratory study of assessment policies and practices for English language learners in Illinois

This dissertation examines English Language Learner (ELL) assessment policy and implementation in the initial period following the enactment of No Child Left Behind (NCLB). The most recent reauthorization of Title I in 2001 demands unprecedented levels of accountability from states, districts, and schools for underserved and underachieving students, including ELLs. At the same time, effective policy implementation necessitates penetration at numerous levels: state, district, and school. Thus, it is important to understand the implications of this expanded federal role on state policies, district mandates and school practices---and the consequences for this group of learners.;This study used qualitative methods to (1) identify the current assessment policies that apply to ELLs in Illinois; (2) examine current assessment requirements for ELLS in two school districts; (3) explore the understanding of these mandates at pairs of schools within these identified districts; (4) compare the consistency between federal law and state policies, between state policies and district requirements, and between district requirements and school-level understandings; (5) analyze these policies, requirements, and understandings in relationship to exemplary practices in the law and applicable research; and (6) explore the tensions and challenges faced by state, district, and school-level educators as they attempt to comply with the requirements of NCLB.;This study finds that the federal requirements of NCLB appear to be transforming assessment policy for ELLs in Illinois. This legislation has generated changes to state ELL assessment requirements that did not emerge in response to the 1994 reauthorization of Title 1. The findings also indicate significant penetration of NCLB and state assessment mandates at the district level; moreover, the districts require additional measures recommended in the research literature and not mandated by current law in Illinois. Unfortunately, implementation at the school level is inconsistent. Further, while NCLB offers an unprecedented mandate to hold ELLs to high academic standards, it is too early in the legislation to assess its impact on learning opportunities for these learners. In fact, the ultimate test of NCLB's success will need to be evaluated at the schools where students' instructional opportunities are observed and assessed.