Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation-Reference-Cited by-同舟云学术

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Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation

Published:2022-10-26 Issue:2 Volume:17 Page:122-138
ISSN:1931-3152
Container-title:International Multilingual Research Journal
language:en
Short-container-title:International Multilingual Research Journal

Author:

Biernacki Paulina J.¹^ORCID,Altavilla Jennifer¹,Kanopka Klint¹,Hsieh Hsiaolin¹,Solano-Flores Guillermo¹

Affiliation:

1. Graduate School of Education, Stanford University

Funder

Stanford University Graduate School of Education

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/19313152.2022.2137910

Reference60 articles.

1. A.B. 2193, 112th Cong. (2012). Retrieved from https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201120120AB2193

2. The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues

3. Issue Cover

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Moving the needle for ever-ELs?: advanced math course taking and college enrollment;International Multilingual Research Journal;2023-12-07

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