For example, a National Assessment of Educational Progress administered in 2005 showed that only 29 percent of ELL students scored at the basic level in reading, compared to 75 percent of English speaking students (Roekel 2008). No Child Left Behind has a great amount of influence on policies pertaining to ELL students (Robertson, 2001). Each district and school must show that the student body as a whole, including ELLs meets the same academic standards in reading and math. That is, in addition to meeting certain English proficiency benchmarks, ELL students must also master other content in math and reading (Roekel,
For example, a National Assessment of Educational Progress administered in 2005 showed that only 29 percent of ELL students scored at the basic level in reading, compared to 75 percent of English speaking students (Roekel 2008). No Child Left Behind has a great amount of influence on policies pertaining to ELL students (Robertson, 2001). Each district and school must show that the student body as a whole, including ELLs meets the same academic standards in reading and math. That is, in addition to meeting certain English proficiency benchmarks, ELL students must also master other content in math and reading (Roekel,