A few other sources where we can get information about what Marilyn
mentioned regarding this issue (and organizations that we can try to
keep informed as well):  

- Center for Education Policy (http://www.ctredpol.org/highschoolexit/) 
See their special chapter on exit exams and English language learners: 
Center on Education Policy. (2005). States try harder, but gaps persist:
High school exit exams 2005. Washington, DC: Center on Education Policy.

- National Association of Secondary School Principals
(http://www.nassp.org )
On the left sidebar on the homepage, click on "Advocacy" and then "No
Child Left Behind" to read this organization's "Legislative
Recommendations for No Child Left Behind," as well as other documents.
(One of their recommendations is to not include ELL scores in
calculations in high schools' annual yearly progress (AYP) until their
English language proficiency has been demonstrated through a
research-based, state-approved assessment  -- which would do something
to take the pressures off of these high schools that are reluctant to
enroll adolescent ELLs)

- Citizens' Commission on Civil Rights (http://www.cccr.org ) 
See, for example, chapter 17 ("Limited English Proficient Students and
High-Stakes Accountability Systems") of the report titled "Rights at
Risk: Equality in an Age of Terrorism." 

- Migration Policy Institute (http://www.migrationpolicy.org) 
Although not yet published, researchers from MPI have been working on
producing a report about adolescent ELLs and literacy achievement. Keep
an eye out for more from this organization.

These are just a few examples of what some are saying in the field,
particularly about the effect that high school exit exams and other
accountability measures are having on the enrollment and graduation rate
of adolescent ELLs. There is a lot more that can be said about other
related issues, such as instructional strategies to use with adolescent
ELLs, transitions to other educational and career
opportunities/pathways, and literacy needs/outcomes. 

Sarah Young
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016
 
Phone: (202) 362-0700 ext. 529
Fax: (202) 362-3740
Web: www.cal.org 
Email: sarah at cal.org
CAL: "Improving communication through better understanding of language
and culture"


-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Marilyn Gillespie
Sent: Saturday, February 11, 2006 12:36 PM
To: The Adult English Language Learners Discussion List
Subject: Re: [EnglishLanguage] Adolescents in adult ESOL classes

Hello everyone,

I am concerned about the many stories of immigrant youth who are being
turned away from high school that are surfacing as part of this
discussion. Unfortunately, even though by law they should be accepted,
this is one of the unintended consequences of NCLB as schools know if
they accept these students their test scores and/or graduation rates may
be adversely affected. I believe we should gather as much data on
instances where this is happening as possible and pass this information
along to advocacy groups such as the National Coalition for Literacy who
can see that this issue comes to the attention of the U.S. Department of
Education as well as other immigrant advocacy groups. Clearly policy
decisions should be made that allow immigrant youth to have a fair
access to education.

Marilyn Gillespie