Citations (59)
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Hsiaolin Hsieh, Simon Wiles & Guillermo Solano-Flores. (2023) How different are English learners from their native English-speaking peers? Evidence of equivalent lexical competence in classroom conversations. International Multilingual Research Journal 17:2, pages 87-106.
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Katherine S. Mortimer & Gabriela Dolsa. (2023) Ongoing emergence: borderland high school DLBE students’ self-identifications as lingual people. International Journal of Bilingual Education and Bilingualism 26:1, pages 7-19.
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Narek Sahakyan & Glenn Poole. (2023) “Every” Student Succeeds? Academic Trends at the Intersection of (Long-Term) English Learner and IEP Status. Journal of Education for Students Placed at Risk (JESPAR) 28:1, pages 69-96.
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Ilana M. Umansky & Janette D. Avelar. (2023) Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It. Journal of Education for Students Placed at Risk (JESPAR) 28:1, pages 122-147.
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Guadalupe Valdés. (2022) Towards Educational Dignity: Translanguaging y la Preparación de Maestros. Journal of Language, Identity & Education 21:3, pages 212-216.
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Melanie Jones Gast, James S. Chisholm & Yohimar Sivira-Gonzalez. (2022) Racialization of ’ESL students’ in a diverse school and multilingual Latina/o peer mentors. Race Ethnicity and Education 0:0, pages 1-21.
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Linda Harklau & M. Katherine Ford. (2022) English learner education and teacher preparation in the U.S.: an interpretive language education policy analysis. Language and Education 36:2, pages 137-151.
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Ilana M. Umansky, Luis E. Poza & Misael Flores Gutierrez. (2021) “A sentencing”: veteran educators’ perceptions of a constriction of English learner students’ opportunities across grade spans. International Multilingual Research Journal 15:3, pages 267-291.
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Mark J. Chin. (2021) The Effect of English Learner Reclassification on Student Achievement and Noncognitive Outcomes. Journal of Research on Educational Effectiveness 14:1, pages 57-89.
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Rebecca M. Callahan, Melissa Humphries & Jenny Buontempo. (2021) Making meaning, doing math: high school English learners, student-led discussion, and math tracking. International Multilingual Research Journal 15:1, pages 82-103.
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Melissa J. Cuba, Virginia R. Massaro, Carolyn Waters, Susan Watson, Anna M. Cody & Kurt Stemhagen. (2021) Beyond the label: Using a multilevel model of intersectionality to explore the educational experiences of Latino English learners. Journal of Latinos and Education 20:1, pages 62-77.
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James Soland & Lia E. Sandilos. (2021) English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth. Journal of Education for Students Placed at Risk (JESPAR) 26:1, pages 20-44.
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Reva Jaffe-Walter & Chandler Patton Miranda. (2020) Segregation or Sanctuary? Examining the Educational Possibilities of Counterpublics for Immigrant English Learners. Leadership and Policy in Schools 19:1, pages 104-122.
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Ilana M. Umansky, Megan Hopkins & Dafney Blanca Dabach. (2020) Ideals and Realities: An Examination of the Factors Shaping Newcomer Programming in Six U.S. School Districts. Leadership and Policy in Schools 19:1, pages 36-59.
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Frances Contreras & Maria Oropeza Fujimoto. (2019) College Readiness for English Language Learners (ELLs) in California: Assessing Equity for ELLs under the Local Control Funding Formula. Peabody Journal of Education 94:2, pages 209-225.
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Emily Sherwood. (2018) Towards an “Anatomically Correct” Model of English Language Literacy. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:6, pages 258-265.
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Ilana M. Umansky. (2018) According to Plan? Examining the Intended and Unintended Treatment Effects of EL Classification in Early Elementary and the Transition to Middle School. Journal of Research on Educational Effectiveness 11:4, pages 588-621.
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Yasuko Kanno. (2018) Non-College-Bound English Learners as the Underserved Third: How Students Graduate from High School Neither College- nor Career-Ready. Journal of Education for Students Placed at Risk (JESPAR) 23:4, pages 336-358.
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Kenzo K. Sung. (2018) Raciolinguistic ideology of antiblackness: bilingual education, tracking, and the multiracial imaginary in urban schools. International Journal of Qualitative Studies in Education 31:8, pages 667-683.
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Chandler Patton Miranda & Hua-Yu Sebastian Cherng. (2018) Accountability Reform and Responsive Assessment for Immigrant Youth. Theory Into Practice 57:2, pages 119-126.
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Dafney Blanca Dabach, Carola Suárez-Orozco, Sera J. Hernandez & Maneka Deanna Brooks. (2018) Future Perfect?: Teachers’ Expectations and Explanations of their Latino Immigrant Students’ Postsecondary Futures. Journal of Latinos and Education 17:1, pages 38-52.
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Ronald Fuentes. (2016) Language, identity, and citizenship in a U.S. University: immigrant English learners’ identity (re)positioning. Current Issues in Language Planning 17:3-4, pages 405-421.
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Articles from other publishers (37)
Mark B. Pacheco, F. Chris Curran, Lelydeyvis Boza, Amber W. Deig, Katharine T. Harris & Tiffany S. Tan. (2023) Reclassification and Multilingual Learners' Science Achievement. TESOL Quarterly.
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Sara E. N. Kangas & Megan Cook. (2023) Navigating competing policy demands: Dual service provision for English learners with disabilities in middle school. Language Policy 22:3, pages 315-341.
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Rebecca M. Callahan, Lei Jiang & Anne-Marie Núñez. (2022) EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways. Educational Policy 37:5, pages 1467-1505.
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Karina Becerra-Murillo & Josefina Flores Gámez. 2023. Promoting Diversity, Equity, and Inclusion in Language Learning Environments. Promoting Diversity, Equity, and Inclusion in Language Learning Environments
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Monica G. Lee & James G. Soland. (2022) Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design. Educational Evaluation and Policy Analysis 45:1, pages 27-51.
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Ilana M. Umansky, Manuel Vazquez Cano & Lorna M. Porter. (2023) Resource for Self-Determination or Perpetuation of Linguistic Imposition: Effects of English Learner Classification Among Alaska Native Students*. Educational Evaluation and Policy Analysis, pages 016237372211443.
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Rachel S. White, Jack Schneider & Madeline Mavrogordato. (2023) bELonging: Do Students Classified as English Learners Feel Included?. AERA Open 9.
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Johanna M. Tigert, Megan Madigan Peercy, Daisy Fredricks & Tabitha Kidwell. (2021) Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students. TESOL Quarterly 56:4, pages 1087-1111.
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Laura V. Rhinehart, Alison L. Bailey & Diane Haager. (2022) Long-term English Learners: Untangling Language Acquisition and Learning Disabilities. Contemporary School Psychology.
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Davíd G. Martínez & Daniel D. Spikes. (2020)
Se Acabaron Las Palabras: A Post-Mortem
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Disproportional Funding Analysis of Targeted English Learner Expenditures
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Aayushi Hingle, Rochelle Davidson Mhonde & Melissa Broeckelman-Post. (2021) To shelter or unshelter? An analysis of international students’ experience in introductory communication courses. Research in Comparative and International Education 17:1, pages 89-106.
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Danielle Guzman‐Orth, Cary A. Supalo, Derrick W. Smith, Okhee Lee & Teresa King. (2021)
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Instruction and Assessment: Accessibility and Fairness Considerations for Special Populations
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Jie Y. Park. (2020) Contexts of Reception as Figured Worlds: Recent‐Arrival Immigrant Youth in High School ESL and Content‐Area Classrooms. Anthropology & Education Quarterly 52:3, pages 254-273.
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Marcela Reyes & NaYoung Hwang. (2019) Middle School Language Classification Effects on High School Achievement and Behavioral Outcomes. Educational Policy 35:4, pages 590-620.
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Sara E.N. Kangas & Jamie L. Schissel. (2021) Holding them back or pushing them out?: Reclassification policies for English learners with disabilities. Linguistics and Education 63, pages 100927.
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Osman Umarji, Anna-Lena Dicke, Nayssan Safavian, Stuart A. Karabenick & Jacquelynne S. Eccles. (2021) Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation. Journal of School Psychology 84, pages 32-48.
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Lee Gunderson. (2020) The Consequences of English Learner as a Category in Teaching, Learning, and Research. Journal of Adolescent & Adult Literacy 64:4, pages 431-439.
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Peggy Estrada, Haiwen Wang & Timea Farkas. (2019) Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn. American Educational Research Journal 57:4, pages 1791-1836.
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Kenneth M. Bond. (2019) Two viewpoints of English learner (re)classification: The implications of federal requirements for defining English learners in U.S. schools. TESOL Journal 11:2.
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Angela Johnson. (2019) The Impact of English Learner Reclassification on High School Reading and Academic Progress. Educational Evaluation and Policy Analysis 42:1, pages 46-65.
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Madeline Mavrogordato & Rachel S. White. (2019) Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners. Educational Administration Quarterly 56:1, pages 3-45.
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Linda Harklau & Anna H. Yang. (2019) Educators’ construction of mainstreaming policy for English learners: a decision-making theory perspective. Language Policy 19:1, pages 87-110.
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Angela Johnson. (2019) The Effects of English Learner Classification on High School Graduation and College Attendance. AERA Open 5:2, pages 233285841985080.
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Diane QuerrienPh. D.Ph. D.. (2019) Étudier l’influence d’une formation continue sur les croyances, les représentations et les pratiques d’intervenants scolaires à l’égard des élèves allophones. Recherches qualitatives 38:2, pages 117.
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Nami Shin. (2017) The Effects of the Initial English Language Learner Classification on Students’ Later Academic Outcomes. Educational Evaluation and Policy Analysis 40:2, pages 175-195.
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Peggy Estrada & Haiwen Wang. (2017) Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal 55:2, pages 207-242.
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Yasuko Kanno. (2018) High-Performing English Learners’ Limited Access to Four-Year College. Teachers College Record: The Voice of Scholarship in Education 120:4, pages 1-46.
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Tingting Reid & Ronald H. Heck. (2018) Examining Variability in Language Minority Students’ Reading Achievement: The Influence of School and Ethnic Background Macro Contexts. Journal of Education 198:1, pages 78-94.
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Maneka Deanna Brooks. (2017)
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Karen D. Thompson. (2017) What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School. American Educational Research Journal 54:4, pages 757-798.
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Joseph R. Cimpian, Karen D. Thompson & Martha B. Makowski. (2017) Evaluating English Learner Reclassification Policy Effects Across Districts. American Educational Research Journal 54:1_suppl, pages 255S-278S.
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Ilana M. Umansky. (2016) To Be or Not to Be EL. Educational Evaluation and Policy Analysis 38:4, pages 714-737.
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Rebecca M. Callahan & Dara Shifrer. (2016) Equitable Access for Secondary English Learner Students. Educational Administration Quarterly 52:3, pages 463-496.
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Rebecca M. Callahan & Melissa H. Humphries. (2016) Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage. American Educational Research Journal 53:2, pages 263-295.
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Joseph P. Robinson-Cimpian, Karen D. Thompson & Ilana M. Umansky. (2016) Research and Policy Considerations for English Learner Equity. Policy Insights from the Behavioral and Brain Sciences 3:1, pages 129-137.
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Karen D. Thompson. (2015) Questioning the Long-Term English Learner Label: How Categorization Can Blind Us to Students’ Abilities. Teachers College Record: The Voice of Scholarship in Education 117:12, pages 1-50.
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Dafney Blanca Dabach. (2015) Teacher Placement Into Immigrant English Learner Classrooms. American Educational Research Journal 52:2, pages 243-274.
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