After exit: Academic achievement patterns of former English language learners.
With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with Eng...
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| Format: | Article |
| Language: | English |
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Arizona State University
2004-09-01
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| Series: | Education Policy Analysis Archives |
| Online Access: | http://epaa.asu.edu/ojs/article/view/205 |