*Direct correspondence to Dylan Conger, Trachtenberg School of Public Policy and Public Administration, The George Washington University, 805 21st St. NW, MPA 601G, Washington, DC 20052 〈firstname.lastname@example.org〉. This work is supported by the Foundation for Child Development Young Scholars Program and the data were made available from New York University's Institute for Education and Social Policy (IESP). I can provide all programming information to those who seek to replicate the study; however, requests for data must be made to IESP or to the New York City Department of Education. I am very grateful to anonymous reviewers, Kimber Bogard, Stephanie Riegg Cellini, Jin Sook Lee, Mark Lopez, Joseph Robinson, Amy Ellen Schwartz, Leanna Stiefel, Ruby Takanishi, and participants at the Association for Public Policy Analysis and Management Annual Meeting and University of Maryland Baltimore County Public Policy Department research seminar for thoughtful suggestions. Meghan Salas and Anna Zimbrick provided excellent research assistance.
Does Bilingual Education Interfere with English-Language Acquisition?*
Article first published online: 25 OCT 2010
© 2010 by the Southwestern Social Science Association
Social Science Quarterly
Volume 91, Issue 4, pages 1103–1122, December 2010
How to Cite
Conger, D. (2010), Does Bilingual Education Interfere with English-Language Acquisition?. Social Science Quarterly, 91: 1103–1122. doi: 10.1111/j.1540-6237.2010.00751.x
- Issue published online: 25 OCT 2010
- Article first published online: 25 OCT 2010
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