| Pt. 1 | | Language Policy Context | | |
| 1 | | Introduction | | 3 |
| 2 | | Language Policy, Federal Education Legislation and English Language Learners in the United States | | 13 |
| 3 | | The New York Case: The Local Implementation of a National Policy | | 36 |
| Pt. 2 | | Standardized Tests in Daily School Life | | |
| 4 | | Tongue-Tied: The Linguistic Challenges that Standardized Tests Pose for English Language Learners | | 63 |
| 5 | | The Ones Left Behind: How High-Stakes Tests Impact the Lives and Schooling Experiences of ELL Students | | 97 |
| 6 | | Teaching to the Test as Language Policy: The Focus on Test Preparation in Curriculum and Instruction for ELLs | | 118 |
| Pt. 3 | | Expansion and Recommendations | | |
| 7 | | Higher Expectations vs. Language as Liability: Why the Drawbacks of Accountability Outweigh the Benefits for English Language Learners | | 141 |
| 8 | | High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy | | 160 |
| 9 | | Moving Forward: Embracing Multilingual Language Policies from the Top-Down to the Bottom-Up | | 181 |
| | | Notes | | 189 |
| | | References | | 191 |
| | | Index | | 204 |