The U.S. Department of Education announced two policies in 2004 that help students who are new to this country and the English language while also giving states and local school districts greater flexibility to meet the requirements of No Child Left Behind (NCLB). Limited English proficient (LEP) students, during their first year of enrollment in U.S. schools, have the option of taking the reading/language arts content assessment in addition to taking the English language proficiency assessment. These students would also take the mathematics assessment, with accommodations as appropriate. States may, but would not be required to, include results from the mathematics and, if given, the reading/language arts content assessments in Adequate Yearly Progress (AYP) calculations – part of the accountability requirements under No Child Left Behind. Students would be counted as participants for AYP purposes for the 95 percent testing requirement, which ensures that all children count and receive the quality education they deserve. The new policy addresses AYP calculations, allowing states to include students who have attained English proficiency in the LEP subgroup for up to two years. This policy is an option for states, not a requirement.
