This study describes patterns in reclassification from English learner to English proficient, how the patterns changed over time as students spent more time in New York City (NYC) schools, and how reclassification patterns differed by specific student characteristics. Implications for policy, practice, and further research are also presented.

Resource Details

Media Type
PDF
Resource Type
Studies
Services
Authors
Michael J. Kieffer and Caroline E. Parker
Date
2016