abstract: No Child Left Behind (NCLB) (2001) was a tipping point for the requirement of academic and English language proficiency standards. Yet, there continue to be variations among English language proficiency standards linked and aligned to academic content standards across states, districts, and schools (Golden, 2011). The purpose of this research was to examine how the requirement of only linking language proficiency standards to academic content standards has impacted the quality of Arizona English Language Proficiency Standards with the Common Core English Language Arts State Standards and WIDA Standards at grades 2, 7, and 9. A modified version of Cook's (2007) method was used to determine the standards alignment as well as common and uncommon knowledge between the sets of standard. Results indicate no alignment and limited linkage. Findings also showed absence of grade-level academic content and academic language. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012
| Identifer | oai:union.ndltd.org:asu.edu/item:15172 |
| Date | January 2012 |
| Contributors | Nguyen, Tracy Robin (Author), Arias, M. Beatriz (Advisor), Blasingame, James (Committee member), Garcia, Eugene (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 208 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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