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Authors

Mark Fetler

DOI

https://doi.org/10.7275/yz11-h017

Abstract

The testing and accountability requirements of the No Child Left Behind Act impose sanctions on schools for not making adequate yearly progress in student achievement. The sanctions may encourage inappropriate practices intended to raise scores of low performing student subgroups. This article considers evidence and consequences of misclassification of English language learners as students with disabilities.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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