US school reform policy, state accountability systems and the limited English proficient student

This article focuses upon the political and policy environment that has shaped the educational agenda for rising state accountability systems in the United States. In particular, the authors direct attention to the effects of accountability policies on the Limited English Proficient Learner. We address how these accountability reforms continue to permeate educational and political debates. Also, we discuss how specific state accountability systems affect student outcomes given changing demographics and the increasing demands for equitable outcomes for all children. We focus our attention on children who have been labelled Limited English Learner and pay attention to their experiences hi this environment of accountability and reform.