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Under Title III of the No Child Left Behind (NCLB) Act of 2001 (NCLB, 2001b) every state needs to show linkage between state content standards and state English language development standards as input to the development of state English proficiency tests. This article argues that Title III presents a unique opportunity to explore how different content standards can be linked on a common dimension. This article focuses on evaluating the degree to which content standards, such as English language arts and science, overlap with English language development standards in terms of implicit and explicit language demands placed on students. This helps ensure that language learners are exposed to types of language that will assist them in being successful in academic contexts.The No Child Left Behind Act (NCLB) of 2001 (2001a) is proving to be system-transforming legislation that has caused educators to place more emphasis on the academic performance of English language learner students including the assessment of their developing proficiency of English in academic contexts (NCLB,

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