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Essay / Research Paper Abstract
A 3 page reaction paper on the article “National Progress Being Made in Serving Students with Limited English Proficiency
Department's Title III Biennial Evaluation Report Details Progress.” Bibliography lists 1 additional source.
Page Count:
3 pages (~225 words per page)
File: JR7_RAlii.rtf
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Unformatted sample text from the term paper:
system of the United States. However, there appear to be just as many people who argue it is doing nothing but causing more problems for teachers and ultimately reducing the
amount of education children are receiving. With that in mind the following paper offers a reaction paper on the article "National Progress Being Made in Serving Students with Limited English
Proficiency Departments Title III Biennial Evaluation Report Details Progress." Reaction Paper: Limited English Proficiency For all intents and purposes this particular article seems to make many valid points about
how well the No Child Left Behind Act is helping children with limited English proficiency. In essence, those children are often immigrants and they do not possess English as a
first language. According to the article the No Child Left Behind Act has really made a great deal of progress with such children. For this particular reader/writer such information
would seem legitimate and valid and true were it not for the fact that this reader/writer knows several teachers and none of them are happy with the No Child Left
Behind Act. Living in an area that is predominantly Native American in population these teachers are disgruntled with the act as it controls far too much while making real teaching
all but impossible. This seems reflected in the following statement from another source: "No Child Left Behind (NCLB) is an appalling and unredeemable experiment that has done incalculable damage to
our schools - particularly those serving poor, minority and limited-English-proficiency students" (K4Teens, 2007). When one sees such a statement, in combination with an article that apparently states only 1% of
teachers actually think it is a good program, one begins to wonder what is happening for the limited English Proficiency students (K4Teens, 2007). In the opinion of this reader/writer the
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