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Afitska, Oksana; Heaton, Timothy J. – Science Education, 2019
Children coming from homes where English is not their first language constitute a significant and increasing proportion of classrooms worldwide. Providing these English-language learners (ELLs) with equitable assessment opportunities is a challenge. We analyze the performance of 485 students, both English-native-speakers (ENSs) and ELLs, across…
Descriptors: Foreign Countries, English Language Learners, Native Speakers, Science Achievement