The No Child Left Behind Act of 2001 requires that English Language Learners, who are reclassified as Fluent English Proficient, be monitored for two years. Short of requiring states to annually submit numerical data on these students, there are no specific instructions on how this monitoring is achieved in practice and little has been written about the follow-up of students once they have been reclassified. This qualitative research report explores what monitoring entails during this two-year period; and whether this monitoring phase is viewed as sufficient and/or helpful in the opinion of the teachers that provide English language services. Given that NCLB may be reformulated, the paper also explores whether monitoring, in some form, should continue to be mandated. Research is based on interviews with experts on monitoring and information gathered from public schools in California.
","abstract_html":"<p>The No Child Left Behind Act of 2001 requires that English Language Learners, who are reclassified as Fluent English Proficient, be monitored for two years. Short of requiring states to annually submit numerical data on these students, there are no specific instructions on how this monitoring is achieved in practice and little has been written about the follow-up of students once they have been reclassified. This qualitative research report explores what monitoring entails during this two-year period; and whether this monitoring phase is viewed as sufficient and/or helpful in the opinion of the teachers that provide English language services. Given that NCLB may be reformulated, the paper also explores whether monitoring, in some form, should continue to be mandated. Research is based on interviews with experts on monitoring and information gathered from public schools in California.</p>","abstract_has_math":false,"creators":["Raiche, Janet G."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:44Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/382","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Raiche, Janet G."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/382"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The No Child Left Behind Act of 2001 requires that English Language Learners, who are reclassified as Fluent English Proficient, be monitored for two years. Short of requiring states to annually submit numerical data on these students, there are no specific instructions on how this monitoring is achieved in practice and little has been written about the follow-up of students once they have been reclassified. This qualitative research report explores what monitoring entails during this two-year period; and whether this monitoring phase is viewed as sufficient and/or helpful in the opinion of the teachers that provide English language services. Given that NCLB may be reformulated, the paper also explores whether monitoring, in some form, should continue to be mandated. Research is based on interviews with experts on monitoring and information gathered from public schools in California.
"]},{"key":"dc:title","label":"Title","values":["Monitoring English Language Learners Reclassified as Fluent English Proficient"]}]}],"canonical_facts":{"dc:creator":["Raiche, Janet G."],"dc:description.abstract":["The No Child Left Behind Act of 2001 requires that English Language Learners, who are reclassified as Fluent English Proficient, be monitored for two years. Short of requiring states to annually submit numerical data on these students, there are no specific instructions on how this monitoring is achieved in practice and little has been written about the follow-up of students once they have been reclassified. This qualitative research report explores what monitoring entails during this two-year period; and whether this monitoring phase is viewed as sufficient and/or helpful in the opinion of the teachers that provide English language services. Given that NCLB may be reformulated, the paper also explores whether monitoring, in some form, should continue to be mandated. Research is based on interviews with experts on monitoring and information gathered from public schools in California.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/382"],"dc:subject":["Education"],"dc:title":["Monitoring English Language Learners Reclassified as Fluent English Proficient"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:44Z"}