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Direct linkAngela Johnson; Diana Mercado-Garcia – Society for Research on Educational Effectiveness, 2024
Background/Context: Students classified as Long-Term English Learners (LTELs) are those who have not gained fluency in the English language, even after being enrolled in the U.S. K-12 educational system for five to seven years (Olsen, 2014). Although LTELs are not consistently tracked across states, we know they constitute a sizeable portion of…
Descriptors: English Language Learners, Elementary Secondary Education, Access to Education, Language Proficiency
