| 来源类型 | Research Report |
| 规范类型 | 报告 |
| Limited English Proficient Students and High-Stakes Accountability Systems | |
| Jorge Ruiz-de-Velasco; Michael E. Fix | |
| 发表日期 | 2002-04-16 |
| 出版年 | 2002 |
| 语种 | 英语 |
| 概述 | In 1994 Congress required all states to implement comprehensive accountability systems for schools receiving federal funds under the Elementary and Secondary Education Act (ESEA). This new federal requirement responded to civil rights advocates' concerns that schools serving large numbers of poor, minority, and limited English proficient (LEP) students set lower standards for their education and thus ratified |
| 摘要 | In 1994 Congress required all states to implement comprehensive accountability systems for schools receiving federal funds under the Elementary and Secondary Education Act (ESEA). This new federal requirement responded to civil rights advocates' concerns that schools serving large numbers of poor, minority, and limited English proficient (LEP) students set lower standards for their education and thus ratified lower expectations for their performance.
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| 主题 | Education and Training ; Race and Ethnicity |
| URL | https://www.urban.org/research/publication/limited-english-proficient-students-and-high-stakes-accountability-systems |
| 来源智库 | Urban Institute (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/474433 |
| 推荐引用方式 GB/T 7714 | Jorge Ruiz-de-Velasco,Michael E. Fix. Limited English Proficient Students and High-Stakes Accountability Systems. 2002. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| 410415-Limited-Engli（2659KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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