A Litigation Trend Analysis of Case Law Outcomes Pertaining to the Educational Rights of English Learners: A Civil Rights Issue

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dc.contributor.advisorBon, Susan
dc.contributor.authorRacines, Delia Elizabeth
dc.creatorRacines, Delia Elizabeth
dc.date.accessioned2014-09-18T01:53:57Z
dc.date.available2014-09-18T01:53:57Z
dc.date.issued2014-05
dc.description.abstractThe landmark 2001 No Child Left Behind (NCLB) Act has been a step forward in federal policy for the ever-increasing population of English Learners (ELs), fostering inclusion in standards-based assessments and college and/or career-readiness efforts, yet, ELs continue to struggle academically. The current 5.4 million ELs make up the lowest performing academic group in the United States (US) today. Despite its good intentions, NCLB is leaving behind the very students it was designed to help. The emphasis on various programs/services adopted by public schools based on the plethora of evidence-based instructional strategies has uncovered a less emphasized, yet, critical gap in research: attention to, enforcement, and/or a comprehensive and systematic analysis of the educational rights of ELs. Across the US, districts are learning of their lack of knowledge needed to meet legal requirements. The incentive to increase EL-related knowledge, beyond instructional strategies, is paramount.
dc.format.extent228 pages
dc.identifier.urihttps://hdl.handle.net/1920/8860
dc.language.isoen
dc.rightsCopyright 2014 Delia Elizabeth Racines
dc.subjectEducation
dc.subjectEnglish as a Second Language (ESL)
dc.subjectLaw
dc.subjectCase law
dc.subjectCivil rights
dc.subjectEducational rights
dc.subjectELL
dc.subjectESL
dc.subjectLegal rights
dc.titleA Litigation Trend Analysis of Case Law Outcomes Pertaining to the Educational Rights of English Learners: A Civil Rights Issue
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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