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

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dc.contributor.authorCashiola, L.
dc.contributor.authorCigarroa Kennedy, C.
dc.contributor.authorMolina, Mauricio
dc.contributor.authorMa, H.
dc.contributor.authorVarghese, L.
dc.date.accessioned2022-12-02T15:45:25Z
dc.date.available2022-12-02T15:45:25Z
dc.date.issued2022
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.
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.
dc.identifier.doihttps://doi.org/10.25611/wgnn-z360
dc.identifier.urihttps://hdl.handle.net/1911/113918
dc.language.isoeng
dc.publisherKinder Institute for Urban Research
dc.relation.urihttps://kinder.rice.edu/research/long-term-english-learners-how-timing-reclassification-associated-middle-and-high-school
dc.rightsCopyright ©2022 by Rice University Kinder Institute for Urban Research. All rights reserved.
dc.titleLong-term English learners: How is timing of reclassification associated with middle and high school outcomes?
dc.typeReport
dc.type.dcmiText
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