This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status.

In this webinar, learn more about the relationship between self-efficacy and the achievement gap for English Language Learners (ELLs).

This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses.

This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs’ access to academic subjects.

Learn more about the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners.

In this study, multivariate models that jointly estimate growth in achievement and self-efficacy during middle school are used to see how underlying developmental processes relate for ELLs.

The development of academic English proficiency and the time it takes to reclassify to fluent English proficient status are key issues in English learner (EL) policy. This article develops a shared random effects model (SREM) to estimate English proficiency development and time to reclassification simultaneously, treating student-specific random effects as latent covariates in the time to reclassification model.