{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc5131"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc5131","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District","abstract":"Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. Language planning and policy provide critical decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years.","abstract_html":"Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. Language planning and policy provide critical decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years.","abstract_has_math":false,"creators":["Piña-Hinojosa, Isabella"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Wilhelm, Ronald W.","Fossey, Richard","Laney, James"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-12","date_published":"2007-12","updated_at":"2026-07-24T05:35:09Z","subjects":["English language learners","high school ELL","state assessments","academic achievement","English language -- Study and teaching -- Texas -- Foreign speakers.","English language -- Study and teaching (Secondary) -- Texas."],"languages":["English"],"rights":["Public","Copyright","Piña-Hinojosa, Isabella","Copyright is held by the author, unless otherwise noted. 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In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District"]}]}],"canonical_facts":{"dc:contributor":["Wilhelm, Ronald W.","Fossey, Richard","Laney, James"],"dc:creator":["Piña-Hinojosa, Isabella"],"dc:date":["2007-12"],"dc:description":["Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. 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