No Child Left Behind (NCLB): Effects on English Language Learner Education

A series of reports funded by the Foundation for Child Development and undertaken by the Urban Institute. The data likely contains a demographic profile of Limited English Proficient (LEP) children and children of immigrants, focusing on pre-K to 5th grade, and a statistical portrait comparing elementary schools with high and low LEP enrollments. The author is Clemencia Cosentino de Cohen.

Use Cases

• Analyze demographic trends for LEP students based on the described demographic profile.
• Compare resource allocation between schools based on the statistical portrait of high and low LEP enrollment schools.
• Study the educational outcomes of children of immigrants in elementary grades based on the described focus.
• Model the effects of the No Child Left Behind Act on specific student populations based on the dataset's stated purpose.

Strengths

• Focuses on a specific policy (No Child Left Behind Act) and a defined student population (English Language Learners).
• Includes a demographic profile with a special focus on pre-K to 5th grade students.
• Provides a comparative statistical portrait of schools based on LEP enrollment levels.

Limitations

• Row count, file formats, and column-level documentation are unknown.
• Last update date is unknown; freshness unverified.
• The license is listed as closed, which may restrict usage.

Provenance

Source

Urban Institute, funded by the Foundation for Child Development.

Collection Method

Undertaken as a series of reports.

Time Range

null

Freshness

Last updated date is unknown.

Geography

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