Federal, state, and district level English language learner program entry and exit requirements: Effects on the education of language minority learners.
Identification of a language minority learner for placement in a program for English Language Learners (ELLs), and the length of the support program, may have a significant effect on the student’s academic achievement. Widespread anecdotal evidence suggests that criteria used to make placement decis...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Arizona State University
2006-08-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | http://epaa.asu.edu/ojs/article/view/91 |