ESL (English as a Second Language) Legislation
The radical development and distribution of settlers in the country have altered the operations of the public education at a period that is characterized by increased accountability pressures under No Child Left behind Act as well as the recent reform Every Student Succeeds Act. The article on academic accomplishments of youths with limited proficiency in English for both fresh and established states in the country attempts to present an analysis of the demographic changes effects on the children.
According to Spees, Potochnick, & Perreira, (2016), tests scores for LEP youths remains distinct across the established and the fresh immigrant’s location states. The academic accomplishments of LEP youths who are located in fresh destinations are higher as compared to those in the established ones. The benefits are, however, not consistent across all the ethnic immigrant's groups. Spees, Potochnick, & Perreira, (2016), asserts that LEP youths located in the new immigrant's destination states acquire more benefits based on the favorable demographic features that surround them, families as well as more of underutilized resources. However, the environmental, economic and social differences only present an explanation of a smaller part of the gap existing in the academic achievements.
LEP youths have always been characterized by low academic success as compared to the non-LEP youths. This is fueled by the fact that the American education policies fail to recognize and offer guidelines for the provision of effective services that would assist LEP students in improving English proficiency as well as academic achievements (Spees, Potochnick, & Perreira, 2016). ELL programs are mainly responsible for ensuring that LEP students acquire services of high quality that are required to be academically and professionally prepared. In most of the places across the nation, English learners are subjected to low access to quality teachers, fewer resources and lowered advanced coursework availability. The students normally settle for courses that are characterized with less complexity based on their disadvantage literacy development which additionally affects their capability to solve issues. LEP are normally not only exposed to negative academic achievement but also lowered potential for better-earning professions which are a negative impact on their future (Spees, Potochnick, & Perreira, 2016).
Every Student Succeeds Act offers all the states with the chance of considering their special confined framework in creating plans that are aimed at meeting all the diversified necessities of English learners (Congress, 2016). The accountability of the public education system cannot be met fully without the engagement of the English learners. Their special needs must, therefore, be addressed to achieve sustainable achievements. The benefits should be distributed across the established and the fresh immigrant’s destination for an overall efficiency of the programs.
It is apparent under the Every Student Succeeds Act that the English learner’s needs must be addressed for the public education’s accountability to be achieved. The success of every student will be achieved through the incorporation of the diversified needs across the EL programs with all the states (Congress, 2016). This implies that the established and the new immigrant’s destinations must be equipped with qualified teachers, adequate and advanced courses and increased materials to support learning. The programs are responsible for ensuring that those educational outcomes are maximized for the EL students to equip the educational sector with a better position for efficiency to be achieved (Congress, 2016). The policy is basically situated on creating equal opportunities for all the students in achieving higher academically as well as professionally.
References
Congress. (2016). Every Child Succeeds Act. Retrieved from https://www.congress.gov/bill/114th-congress/senate-bill/1177
Spees, L. P., Potochnick, S., & Perreira, K. M. (2016). The academic achievement of
Limited English Proficient (LEP) youth in new and established immigrant states: Lessons from the National Assessment of Educational Progress (NAEP). Education Policy Analysis Archives, 24(99).
