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Reexamining Identification and Reclassification of English Language Learners: A Critical Discussion of Select State Practices

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2016Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage66 cited
2016The Effect of English Language Learner Reclassification on Student ACT Scores, High School Graduation, and Postsecondary Enrollment: Regression Discontinuity Evidence from Wisconsin

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2017The Effects of the Initial English Language Learner Classification on Students’ Later Academic Outcomes31 cited

2021Moving away from the 4-hour block: Arizona’s distinctive path to reversing its restrictive language policies30 cited

2018Reclassification of emergent bilinguals with disabilities: the intersectionality of improbabilities27 cited

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2009New measures of English language proficiency and their relationship to performance on large-scale content assessments27 cited

2015Do decision rules matter? A descriptive study of English language proficiency assessment classifications for English-language learners and native English speakers in fifth grade27 cited

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2019Stuck in the middle: examination of long-term English learners22 cited

2019A decade after institutionalization: educators’ perspectives of structured English immersion14 cited

2009Teachers' discourse on English language learners: Cultural models of language and learning9 cited

2010Examining the Validity of Standards-Based Assessments for Initially Fluent Students and Former English Language Learners8 cited

2018Initial assessment for K-12 English language support in six countries: revisiting the validity–reliability paradox7 cited

2019Two viewpoints of English learner (re)classification: The implications of federal requirements for defining English learners in U.S. schools4 cited