1. The Bilingual Education Act (Title VII of the Elementary and Secondary Education) Goal: Development of English skills… and to the extent possible, the native language skills of LEP students.

2. The Bilingual Education Act Title VII supports the attainment of this goal in these ways: The collection of data on the number of English learners, the educational services available to them, and the educational outcomes achieved. The evaluation of Title VII program effectiveness. (source: eld.sccoe.org/titlevii.asp)

3. The Bilingual Education Act Title VII supports the attainment of this goal in these ways: Research to improve the effectiveness of bilingual education programs. The collection, analysis, and dissemination of data and information on bilingual education. (source: eld.sccoe.org/titlevii.asp)

4. The Bilingual Education Act Proposed education model: Student’s home language is used to initiate instruction; English is taught as a second language to initiate literacy in English,; English is fully introduced in instruction when students are moved into the English mainstream classroom.

5. The Bilingual Education Act Proposed education model: The native language is used as a bridge to literacy in English; Bilingual Education is an educational strategy rather than a full program of instruction.

6. The Bilingual Education Act Measures that aided to implement the Bilingual Education Act: the Lau v. Nichols (1974) verdict abolished the sink-or-swim practices of the past; the Equal Educational Opportunities Act (August, 1974), represented an effort to expand bilingual practices to all schools;

7. The Bilingual Education Act Measures that aided to implement the Bilingual Education Act: Lau Remedies (1975), recommended bilingual education as the best approach for elementary education; –Castañeda v. Pickard (1981): although the case represented an important step in fulfilling the equal education opportunities (Equal Education Opportunities Act of 1974), the verdict did not strive to reinforce bilingual education practices.

8. The No Child Left Behind NCLB Act (Title III: Programs for ELL’s) Acknowledges that: One of America’s greatest attributes is its diversity; A central purpose of the federal role in education is to ensure that all children have the chance to succeed; Unfortunately because of federal funding for bilingual education includes no performance measures, LEP students are not receiving the required services to become proficient in English.

9. The No Child Left Behind NCLB Act (Title III: Programs for ELL’s) Acknowledges that: One of America’s greatest attributes is its diversity; A central purpose of the federal role in education is to ensure that all children have the chance to succeed; Unfortunately because of federal funding for bilingual education includes no performance measures, LEP students are not receiving the required services to become proficient in English.

10. The No Child Left Behind NCLB Act (Title III: Programs for ELL’s) Goal: Acquisition of English skills only-- In order for all students to meet high standards, limited English students need to master English. To accomplish this goal, states, local agencies and school districts will be held accountable for increasing the annual number of English proficient students. For more than 3 million limited English proficient students in America this means mastering English as quickly as possible.

11. NCLB Act (Title III) Features with respect to bilingual/ESL education and literacy: English language acquisition and academic achievement will continue to be stressed but cultivating bilingual skills is no longer an approved purpose of language instruction educational programs.

12. NCLB Act (Title III) Features with respect to bilingual/ESL education and literacy: No proposal of any particular curricular or pedagogical approach to educating LEP children is presented; (Flexibility and Science): Design of instructional and professional development programs must reflect scientifically based research..

13. NCLB Act (Title III) Other important considerations of Title III: (Flexibility) State Education Agencies (SEAs) and Local Education Agencies (LEAs) have a central role in determining the best instructional practice for English Language Acquisition; (Accountability) LEAs must set annual measurable achievement objectives in moving LEP students toward meeting English proficiency and graduation standards; otherwise facing sanctions.

14. NCLB Act (Title III) Other important considerations of Title III: (Funding Allocations) Federal resources will be distributed via formula grants by each state based on their enrollments of English language learners (ELL) and immigrant students; states with higher number of ELL’s and immigrant students will receive more support;

15. NCLB Act (Title III) Other important considerations of Title III: (Funding Allocations) Federal resources will be distributed via formula grants by each state based on their enrollments of English language learners (ELL) and immigrant students; states with higher number of ELL’s and immigrant students will receive more support;