Schools are under increasing pressure to reclassify their English learner (EL) students to “fluent English proficient” status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investigates whether reclassification timing, patterns, or barriers differ by linguistic program. We find that Latino EL students enrolled in two-language programs are reclassified at a slower pace in elementary school but have higher overall reclassification, English proficiency, and academic threshold passage by the end of high school. We discuss the implications of these findings for accountability policies and educational opportunities in EL programs.

https://files.eric.ed.gov/fulltext/ED566368.pdf

Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms.

Purpose: English learner (EL) education policy has long directed schools to address EL students’ linguistic and academic development without furthering inequity or segregation. The recent Every Student Succeeds Act reauthorization expresses a renewed focus on evidence of equity, effectiveness, and opportunity to learn. We propose that high school course taking patterns provide evidence of program effectiveness and equity in access. Research Design: Using data from the nationally representative Educational Longitudinal Study of 2002, we employ multinomial regression models to predict students’ likelihood of completing two types of high school coursework (basic graduation, college preparatory) by their linguistic status. Findings: Despite considerable linguistic, sociodemographic, and academic controls, marked disparities in high school course taking patterns remain, with EL students experiencing significantly less academic exposure. Implications for Policy and Practice: Building on McKenzie and Scheurich’s...

Equitable Access for Secondary English Learner Students: Course Taking as Evidence of EL Program Effectiveness.

When English learners are “reclassified” as fluent English proficient, often their instructional setting changes, including a significant reduction in or elimination of English language development services. Depending on a child’s language skills, this instructional change could hinder future development or provide needed opportunities for learning advanced material. By establishing assessment-based guidelines for reclassification, policy makers have tremendous influence on when these settings change. The author highlights this policy lever for guiding reclassification decisions and identifies a method for rigorously evaluating whether the threshold for transitioning between settings is appropriate. This method—binding-score regression discontinuity with an instrumental variable—was then implemented to obtain unbiased effects of reclassification on academic outcomes for students on the cusp of meeting reclassification criteria to provide credible policy recommendations for maintaining or shifting assessmentbased reclassification thresholds. The method detailed here can be used by policy makers to evaluate their own assessment-based guidelines.

Evaluating Criteria for English Learner Reclassification: A Causal-Effects Approach Using a Binding-Score Regression Discontinuity Design With Instrumental Variables

This study uses 9 years of longitudinal, student-level data from the Los Angeles Unified School District to provide updated, empirically-based estimates of the time necessary for English learners (...

/pdf/english-learners-time-to-reclassification-an-analysis-4m8edr2m3j.pdf

English Learners' Time to Reclassification: An Analysis.

Using a nationally representative sample of kindergarteners and first graders, this study asks if native-language test translations help English language learners (ELLs) demonstrate their mathematics skills ELLs frequently encounter testing hurdles because they are not proficient in English, the predominant language of assessments Low scores on these assessments can limit ELLs’ academic opportunities through inappropriate track placements and decreased confidence This study uses a rigorous quasi-experimental design (regression discontinuity design) and finds that Spanish-speaking ELLs perform significantly better on mathematics assessments when tested in Spanish (instead of English) in kindergarten and first grade (Cohen’s ds > 085) Because these and other findings suggest that test translations may provide ELLs with opportunities to demonstrate their mathematics knowledge, policy makers should consider adding translations to the list of available accommodations

https://www.jstor.org/stable/info/40963100

The Effects of Test Translation on Young English Learners’ Mathematics Performance

/pdf/testing-time-limits-and-english-learners-does-age-of-school-42jf7qsv56.pdf

Testing, Time Limits, and English Learners: Does Age of School Entry Affect How Quickly Students Can Learn English? IESP Working Paper #08-04.

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Testing, Time Limits, and English Learners: Does Age of School Entry Affect How Quickly Students Can Learn English? IESP Working Paper #08-04.