A longitudinal analysis of academic English proficiency outcomes for adolescent U.S. and foreign-born English language learners
Subtitle: evidence from Massachusetts
By: submitted by Rachel Slama B.
Contributors: Harvard University. Graduate School of Education
Published: 2010
Language: eng
Number of pages: 57
Subjects: English language; Study and teaching (Secondary); Foreign speakers; Research; Study and teaching
Notes: Qualifying paper--Harvard Graduate School of Education, 2010.

Includes bibliographical references (leaves 37-44).