Long-term English learners: How is timing of reclassification associated with middle and high school outcomes?

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dc.contributor.authorCashiola, L.en_US
dc.contributor.authorCigarroa Kennedy, C.en_US
dc.contributor.authorMolina, Mauricioen_US
dc.contributor.authorMa, H.en_US
dc.contributor.authorVarghese, L.en_US
dc.date.accessioned2022-12-02T15:45:25Zen_US
dc.date.available2022-12-02T15:45:25Zen_US
dc.date.issued2022en_US
dc.description.abstractThe purpose of this brief is to examine middle and high school outcomes of long-term English learners in the Houston region, with a specific focus on how the timing of reclassification—when an EL student is reclassified as English proficient—was associated with academic achievement and school engagement.en_US
dc.identifier.citationCashiola, L., Cigarroa Kennedy, C., Molina, Mauricio, et al.. "Long-term English learners: How is timing of reclassification associated with middle and high school outcomes?." (2022) Rice University and Kinder Institute for Urban Research: https://doi.org/10.25611/wgnn-z360.en_US
dc.identifier.doihttps://doi.org/10.25611/wgnn-z360en_US
dc.identifier.urihttps://hdl.handle.net/1911/113918en_US
dc.language.isoengen_US
dc.publisherKinder Institute for Urban Researchen_US
dc.relation.urihttps://kinder.rice.edu/research/long-term-english-learners-how-timing-reclassification-associated-middle-and-high-schoolen_US
dc.rightsCopyright ©2022 by Rice University Kinder Institute for Urban Research. All rights reserved.en_US
dc.titleLong-term English learners: How is timing of reclassification associated with middle and high school outcomes?en_US
dc.typeReporten_US
dc.type.dcmiTexten_US
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