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Journal of Education Policy Volume 35, 2020 - Issue 4
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Article

Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students

Luis E. Pozaa Connie L. Lurie College of Education, San José State University, San José, CA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6775-8719View further author information
ORCID Icon &
Kara M. Viescab College of Education and Human Sciences, University of Nebraska Lincoln, Lincoln, NE, USAView further author information
Pages 556-581 | Received 12 Dec 2016, Accepted 10 Aug 2018, Published online: 24 Aug 2018

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Lisa M. Dorner, Jeong-Mi Moon, Juan Freire, James Gambrell, G. Sue Kasun & Claudia Cervantes-Soon. (2023) Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment. Peabody Journal of Education 98:2, pages 185-204.
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Articles from other publishers (3)

Luis E. Poza, Ofelia García & Óscar Jiménez-Castellanos. (2021) After Castañeda: a glotopolítica perspective and educational dignity paradigm to educate racialized bilinguals. Language Policy 21:3, pages 451-474.
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Chris K. Chang-Bacon. (2020) Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis. Educational Policy 36:3, pages 479-519.
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Janna Brown McClain, Min Hyun Oh & Jeannette Mancilla‐Martinez. (2021) Questioning the monolingual norm with conceptually scored bilingual vocabulary assessments: Findings from a research–practice partnership. TESOL Journal 12:3.
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