Outlines the challenges facing some Asian American students in specific locations as they struggle to achieve No Child Left Behind (NCLB) testing standards and offers recommendations to support these children. Although the stereotype of Asian students depicts high achieving, ?model? students, many Asian American children lack adequate translation services, English language learner (ELL) instruction, and assessment tests translated into their native tongues. States with the largest Asian American ELL populations include California, New York, Washington, New Jersey, Massachusetts, and Illinois. Suggested policy considerations include: devaluing high-stakes testing and creating more native language assessment tests; developing more bilingual education programs; addressing high pushout/dropout rates; increasing professional development programs; improving hiring of native speakers especially for Vietnamese, Hmong, and Khmer languages; studying disaggregate data to identify struggling minorities; and enabling parental involvement.
