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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Does English Language Learner (ELL) Identification Predict College Remediation Designation?: A Comparison by Race and Ethnicity, and ELL Waiver Status
Stella M. Flores, Timothy A. Drake
Review of higher education/˜The œreview of higher education (2014) Vol. 38, Iss. 1, pp. 1-36
Closed Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners
Madeline Mavrogordato, Rachel S. White
Educational Administration Quarterly (2019) Vol. 56, Iss. 1, pp. 3-45
Closed Access | Times Cited: 57
English Learners and Their Transition to Postsecondary Education
Anne‐Marie Núñez, Cecilia Ríos-Aguilar, Yasuko Kanno, et al.
Higher education (2016), pp. 41-90
Closed Access | Times Cited: 60
Support Model to Promote College Opportunities for TRIO Multicultural Multilingual Students in Rural
J. Kenneth Jones, Hanh Dinh
Advances in higher education and professional development book series (2025), pp. 1-38
Closed Access
Reclassification Variation: How Policy Implementation Guides the Process of Exiting Students From English Learner Status
Madeline Mavrogordato, Rachel S. White
Educational Evaluation and Policy Analysis (2017) Vol. 39, Iss. 2, pp. 281-310
Closed Access | Times Cited: 39
Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities
Audrey A. Trainor, Lynn Newman, Elisa B. Garcia, et al.
Career Development and Transition for Exceptional Individuals (2018) Vol. 42, Iss. 1, pp. 43-55
Open Access | Times Cited: 35
Re‐envisioning the purpose of early warning systems: Shifting the mindset from student identification to meaningful prediction and intervention
Brian M. McMahon, Sabrina F. Sembiante
Review of Education (2019) Vol. 8, Iss. 1, pp. 266-301
Closed Access | Times Cited: 30
The Effects of English Learner Classification on High School Graduation and College Attendance
Angela Johnson
AERA Open (2019) Vol. 5, Iss. 2, pp. 233285841985080-233285841985080
Open Access | Times Cited: 27
The Impact of Math and Science Remedial Education on Engineering Major Choice, Degree Attainment, and Time to Degree
Joyce Main, Amanda L. Griffith
(2024)
Open Access | Times Cited: 2
The Impact of English Learner Reclassification on High School Reading and Academic Progress
Angela Johnson
Educational Evaluation and Policy Analysis (2019) Vol. 42, Iss. 1, pp. 46-65
Closed Access | Times Cited: 18
Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design
Monica G. Lee, James Soland
Educational Evaluation and Policy Analysis (2022) Vol. 45, Iss. 1, pp. 27-51
Closed Access | Times Cited: 10
College Readiness for English Language Learners (ELLs) in California: Assessing Equity for ELLs under the Local Control Funding Formula
Frances Contreras, María Oropeza Fujimoto
Peabody Journal of Education (2019) Vol. 94, Iss. 2, pp. 209-225
Closed Access | Times Cited: 17
Waived English Learners: The Understudied Intersection of English Learner and Special Education Status
Min Hyun Oh, Jeannette Mancilla‐Martinez
Exceptional Children (2024) Vol. 90, Iss. 3, pp. 217-234
Closed Access | Times Cited: 1
The “Missing English Learner” in Higher Education: How Identification, Assessment, and Placement Shape the Educational Outcomes of English Learners in Community Colleges
Holly Kosiewicz, Camila Morales, Kalena E. Cortes
Higher education (2024), pp. 325-379
Closed Access | Times Cited: 1
Linguistically Diverse Students' Attitudes towards Writing in English.
Analynn Bustamante, Minhee Eom
(2017) Vol. 5, Iss. 1, pp. 44-56
Closed Access | Times Cited: 12
Ni máquina, ni humano ni disponible: Do College Admissions Offices Use Chatbots and Can They Speak Spanish?
Z.W. Taylor, Linda Eguiluz, Paige Erin Wheeler
Journal of Communication Technology (2022) Vol. 5, Iss. 2, pp. 72-94
Open Access | Times Cited: 6
Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review
Chrystal A. George Mwangi, Koboul E. Mansour, Mujtaba Hedayet
International Journal of Multicultural Education (2021) Vol. 23, Iss. 2, pp. 45-69
Open Access | Times Cited: 8
Examining Community College Students’ Progression Through the English as a Second Language Sequence
Elizabeth S. Park
Community College Review (2019) Vol. 47, Iss. 4, pp. 406-433
Closed Access | Times Cited: 7
Parent engagement in reclassification for English learner students with disabilities
Jamey Burho, Karen D. Thompson
Journal of Family Diversity in Education (2021) Vol. 4, Iss. 1, pp. 20-41
Open Access | Times Cited: 5
Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status
Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu
Education Finance and Policy (2021) Vol. 18, Iss. 3, pp. 467-497
Open Access | Times Cited: 5
Graphic Novels and Critical Literacy Theory: Understanding the Immigrant Experience in American Public Schools
Michael Maloy
(2016)
Closed Access | Times Cited: 2
Dual enrollment and multilingual English learners: From equity gaps toward solutions
Owen Silverman Andrews, Jessenia McCrary Linares, Tema Encarnación, et al.
New Directions for Community Colleges (2024) Vol. 2024, Iss. 207, pp. 19-32
Open Access
Testing Support for Multilingual College Students: Providing an Equitable Pathway
Ruth Nelson, Kristen Nichols-Besel, Sarah Tahtinen-Pacheco
Journal of College Reading and Learning (2024) Vol. 54, Iss. 3, pp. 161-171
Closed Access
English learners reclassification and academic achievement: Evidence from Minnesota
Masayuki Onda, Edward Seyler
Economics of Education Review (2020) Vol. 79, pp. 102043-102043
Open Access | Times Cited: 3
The “Missing English Learner” in Higher Education: How Identification, Assessment, and Placement Shape the Educational Outcomes of English Learners in Community Colleges
Holly Kosiewicz, Camila Morales, Kalena E. Cortes
Higher education (2023), pp. 1-55
Closed Access | Times Cited: 1
Upstream Predictors of the Need for Developmental Education among First-year Community College Students
Mathew C. Uretsky, Stacey L. Shipe, Angela K. Henneberger
Community College Journal of Research and Practice (2019) Vol. 45, Iss. 2, pp. 139-153
Closed Access | Times Cited: 2
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