When English Learner Reclassification Works

When EL reclassification works
A new report from the Public Policy Institute of California finds that English Learners (ELs) reclassified as proficient in English by the end of fifth grade perform as well or better academically than native speakers, and continue to do so through middle and high school. The report followed students from Los Angeles Unified and San Diego Unified over 10 years, from second grade through the twelfth. Reclassified students were as likely or more likely than native speakers to make on-time progress from one grade to the next, and were as likely or more likely to graduate from high school. There is no evidence that the removal of language support impedes student academic progress relative to that of native English speakers. The report notes that Los Angeles and San Diego have different criteria for reclassifying English Learners, but the factors that predict success are remarkably similar, despite the complexity of the process. The researchers conclude with a list of recommendations to help ease transition to new policies: Consider allowing districts to reclassify students on the basis of a single test; consider use of reclassification criteria that are rigorous; and consider a uniform standard for reclassification across a state's districts. A standard set of criteria could improve fairness and make it much easier to evaluate district successes. More

Source:  Public Education News Blast

Published by LEAP

Los Angeles Education Partnership (LAEP) is an education support organization that works as a collaborative partner in high-poverty communities.

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