“I’m Not Going to Be, Like, for the AP”

By Yasuko Kanno, Sara E. N. Kangas. 2014

293 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/44a0cfc614c5841eff984bf58a1371b1eba3d5a2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Karen D. Thompson
2. Ilana M. Umansky

In Literature and Literary Theory

1. Karen D. Thompson
2. Ilana M. Umansky

Citations in the corpus

• Leveled and Exclusionary Tracking (2016, methodology): “Schools’ institutionalized course sequences may feed ELs from SDAIE classes into remedial classes, essentially barring access to grade level, honors, and AP classes (Kanno & Kangas, 2014).”
• What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School (2017, background): “In other cases, researchers have explored how ELs and their families responded to schools’ course placement recommendations but found almost uniform acquiescence (Kanno & Kangas, 2014).”
• Universal Design for Learning: Guidelines for Accessible Online Instruction (2018, background): “…education and new technologies, students with disabilities, language barriers, and low socioeconomic status are often less successful in school than students from the dominant culture (Aronson, 2008; Gregg, 2007; Kanno & Kangas, 2014), in part because one-size-fits-all education does not work.”