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Essay / Research Paper Abstract
A 3 page research paper that discusses funding for English Language Learner (ELL) students. The writer explains that the principal funding for ELLs is through Title III of the No Child Left Behind and this legislation is discussed. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khellf.rtf
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Unformatted sample text from the term paper:
Students) of the No Child Left Behind (NCLB) Act (NWREL). This legislation continues previous federal policies for meeting the needs of diverse learners, but also alters these policies in significant
ways (NWREL). Under Title III, the bilingual education program and the immigrant education program are combined into a "single, formula-drive, state grant program," with all funds awarded at the state
level (NWREL). Prior to the NCLB Act, federal funds for teaching ELLs were a "competitive grant distribution process" (Sanchez). The NCLB switched this distribution system to one based on
population, which was an action intended to ensure equitable distribution of funds to all states with ELLs (Sanchez). The majority of these funds go towards helping native Spanish speakers learn
English, as 80 percent of ELLs speak Spanish (Sanchez). Over the last several years, 19 states have reported increases of between 50 and 200 percent in Spanish-speaking students. To
meet the needs of teaching these students, funding under Title III has increased to $665 million (Sanchez). Title III also increases flexibility in formulating both state and local policy
decisions (Crawford). Additionally, it utilizes federal leverage to push policy formation in new directions (Crawford). For example, the goal of developing ELL students native language proficiency has been dropped (Crawford).
Furthermore, all language designed to promoting bilingual education has been removed from federal legislation pertaining to ELL education (Crawford). However, as long as Congress continues to appropriate at least $650
million, which is the amount needed to trigger the state formula grant system, rough 92.2 percent of Title III funding will continue to be distributed to the states, the District
of Columbia and Puerto Rico (Crawford). The question that educators have to ask in regards to this figure is whether or not it is sufficient to meet the needs of
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