During this session, panelists will discuss four studies that address development, assessment, and policy-relevant questions for dual language learners in U.S. schools. The first presentation will discuss how students’ Spanish proficiency moderates the effect of cognate status in English and Spanish. The second presentation will describe a formative vocabulary measure for Latinx students. The third presentation will describe a study examining primary graders’ higher order cognitions in English and Spanish, their dimensionality, and relations to writing quality. The last presentation will discuss a study exploring how English learners are sorted between and within schools and how this sorting interacts with other forms of segregation by race/ethnicity and socioeconomic status.

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