| Year |
Citation |
Score |
| 2020 |
Ee J, Gándara P. The Impact of Immigration Enforcement on the Nation’s Schools: American Educational Research Journal. 57: 840-871. DOI: 10.3102/0002831219862998 |
0.71 |
|
| 2020 |
Gándara P. Equity Considerations in Addressing English Learner Segregation Leadership and Policy in Schools. 19: 141-143. DOI: 10.1080/15700763.2019.1711134 |
0.324 |
|
| 2020 |
Gándara P. The students we share: falling through the cracks on both sides of the US-Mexico border Ethnic and Racial Studies. 43: 38-59. DOI: 10.1080/01419870.2019.1667514 |
0.485 |
|
| 2019 |
Zarate ME, Gàndara P. Can the LCFF Improve Teaching and Learning for EL Students? A Review of the Emerging Research in California and Directions for Future Implementation. Peabody Journal of Education. 94: 157-175. DOI: 10.1080/0161956X.2019.1598111 |
0.338 |
|
| 2018 |
Gándara P. The economic value of bilingualism in the United States Bilingual Research Journal. 41: 334-343. DOI: 10.1080/15235882.2018.1532469 |
0.452 |
|
| 2017 |
Gándara P, Mordechay K. Demographic Change and the New (and Not So New) Challenges for Latino Education The Educational Forum. 81: 148-159. DOI: 10.1080/00131725.2017.1280755 |
0.573 |
|
| 2016 |
Gándara P. Policy Report ~ Informe: The Students We Share ~ L@s estudiantes que compartimos Mexican Studies. 32: 357-378. DOI: 10.1525/Mex.2016.32.2.357 |
0.529 |
|
| 2015 |
Gándara P. Charting the Relationship of English Learners and the ESEA: One Step Forward, Two Steps Back Rsf: the Russell Sage Foundation Journal of the Social Sciences. 1: 112-128. DOI: 10.7758/Rsf.2015.1.3.06 |
0.426 |
|
| 2014 |
Gándara PC, Aldana US. Who’s Segregated Now? Latinos, Language, and the Future of Integrated Schools Educational Administration Quarterly. 50: 735-748. DOI: 10.1177/0013161X14549957 |
0.627 |
|
| 2013 |
Hopkins M, Martinez-Wenzl M, Aldana US, Gándara P. Cultivating capital: Latino newcomer young men in a U.S. urban high school Anthropology and Education Quarterly. 44: 286-303. DOI: 10.1111/Aeq.12026 |
0.606 |
|
| 2012 |
Gándara P, Orfield G. Why Arizona matters: The historical, legal, and political contexts of Arizona's instructional policies and U.S. linguistic hegemony Language Policy. 11: 7-19. DOI: 10.1007/S10993-011-9227-2 |
0.514 |
|
| 2009 |
Gándara P, Contreras F. The Latino Education Crisis Education and Culture. 25: 71-75. DOI: 10.1353/Eac.0.0031 |
0.347 |
|
| 2008 |
Gándara P, Rumberger RW. Defining an Adequate Education for English Learners Education Finance and Policy. 3: 130-148. DOI: 10.1162/Edfp.2008.3.1.130 |
0.5 |
|
| 2008 |
Gándara P, Baca G. NCLB and California's English Language Learners: The Perfect Storm. Language Policy. 7: 201-216. DOI: 10.1007/S10993-008-9097-4 |
0.576 |
|
| 2007 |
Abedi J, Gándara P. Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy Educational Measurement: Issues and Practice. 25: 36-46. DOI: 10.1111/J.1745-3992.2006.00077.X |
0.392 |
|
| 2005 |
Gándara P, Horn C, Orfield G. The access crisis in higher education Educational Policy. 19: 255-261. DOI: 10.1177/0895904804274060 |
0.338 |
|
| 2003 |
Gándara P, Rumberger R, Maxwell-Jolly J, Callahan RM. English Learners in California Schools: Unequal resources, unequal outcomes Education Policy Analysis Archives. 11: 36. DOI: 10.14507/Epaa.V11N36.2003 |
0.598 |
|
| 2002 |
Gándara P. A Study of High School Puente: What We Have Learned about Preparinglatino Youth for Postsecondary Education: Educational Policy. 16: 474-495. DOI: 10.1177/0895904802164002 |
0.632 |
|
| 2002 |
Gándara P, Moreno JF. Introduction: The Puente project - Issues and perspectives on preparing Latino youth for higher education Educational Policy. 16: 463-473. DOI: 10.1177/0895904802016004001 |
0.344 |
|
| 1999 |
Genesee F, Gándara P. Bilingual education programs: A cross-national perspective Journal of Social Issues. 55: 665-685. DOI: 10.1111/0022-4537.00141 |
0.468 |
|
| 1998 |
Gandara P, Lopez E. Latino Students and College Entrance Exams: How Much Do They Really Matter?. Hispanic Journal of Behavioral Sciences. 20: 17-38. DOI: 10.1177/07399863980201002 |
0.412 |
|
| 1994 |
Gándara P, Fish J. Year-Round Schooling as an Avenue to Major Structural Reform Educational Evaluation and Policy Analysis. 16: 67-85. DOI: 10.3102/01623737016001067 |
0.62 |
|
| 1994 |
Gandara P. Choosing Higher Education: Educationally Ambitious Chicanos and the Path to Social Mobility Education Policy Analysis Archives. 2: 8. DOI: 10.14507/Epaa.V2N8.1994 |
0.572 |
|
| 1993 |
Gándara P, Merino B. Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data Educational Evaluation and Policy Analysis. 15: 320-338. DOI: 10.3102/01623737015003320 |
0.323 |
|
| 1982 |
Gandara P. Passing Through the Eye of the Needle: High-Achieving Chicanas. Hispanic Journal of Behavioral Sciences. 4: 167-179. DOI: 10.1177/07399863820042003 |
0.447 |
|
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