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dc.contributor.authorFaeth, Adam
dc.date.accessioned2020-11-12T20:48:22Z
dc.date.available2020-11-12T20:48:22Z
dc.date.issued2013-12-09
dc.identifier.other10876200
dc.identifier.urihttps://hdl.handle.net/1813/73256
dc.description.abstractA surge in limited English proficiency (LEP) enrollment became a nationwide phenomenon between 1995 and 2005, as virtually all regions of the country experienced a rapid growth in immigrant population. In Buffalo, the increase in ELL students stemmed largely from the active resettlement of refugees from around the world in Buffalo. In 2004-2005, Buffalo had 2,539 LEP students who collectively spoke 46 different languages. In 2009-2010, that enrollment number shot up to 3,481 students, who spoke 67 languages. In Buffalo, as in many locales, the rise in ELL learners has coincided with a dramatic increase in high stakes standardized testing; unfair testing policies being employed have often failed to reflect the realities of English language learning.
dc.language.isoen_US
dc.subjectBuffalo
dc.subjectEducation
dc.subjectEnglish Language Learners
dc.subjectPolicy Brief
dc.subjectPPG
dc.subjectEnvironment
dc.titleEnglish Language Learners and Standardized Tests
dc.typearticle
dc.description.legacydownloadsEducation__English_Language_Learner_Testing.pdf: 2976 downloads, before Oct. 1, 2020.


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