Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Attribution Theory | 1 |
| Classification | 1 |
| Educational Policy | 1 |
| Elementary School Students | 1 |
| English (Second Language) | 1 |
| English Learners | 1 |
| Grade 3 | 1 |
| Grade 5 | 1 |
| Grade 8 | 1 |
| Language Proficiency | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Mark J. Chin | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 5 | 1 |
| Grade 8 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| North Carolina | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkMark J. Chin – Grantee Submission, 2020
English learners' (ELs) day-to-day experiences in school change when reclassified as fully English proficient. Prior research, however, is mixed on how reclassification influences outcomes. Many studies also do not or cannot explore key long-term outcomes or identify impacts over time. In this study I leverage longitudinal student data in a…
Descriptors: English Learners, English (Second Language), Second Language Learning, Classification
