Description:
A study of the relation of race and ethnicity, immigrant status, and socioeconomic status to language-minority students' cognitive and English-language abilities at kindergarten entry, and to their school transition, retention, and special education placement, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort
Resource Type:
Reports & Papers
Publisher(s):
Funder(s):
Country:
United States