Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is "Not" Enough

Autor/inn/en	Estrada, Peggy; Wang, Haiwen
Titel	Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is "Not" Enough
Quelle	In: American Educational Research Journal, 55 (2018) 2, S.207-242 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217733543
Schlagwörter	English Language Learners; Classification; Criteria; Longitudinal Studies; Mixed Methods Research; Language Proficiency; Standardized Tests; Comparative Analysis; Elementary School Students; Middle School Students; High School Students; Hispanic American Students; Asian American Students; School Districts; School Policy; Interviews; Surveys; California + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Language skills; Sprachkompetenz; Standadised tests; Standardisierter Test; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; School district; Schulbezirk; Schulpolitik; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Kalifornien
Abstract	Employing longitudinal, multisite comparative mixed-methods, we describe patterns of reclassifying and not reclassifying eligible English learner (EL) students to fluent English proficient, and we identify factors impeding and facilitating reclassification. Analyses of administrative data for 7 cohorts of students over 3 years in one district and 2 years in another revealed a considerable number of students meeting all criteria, and a nonoverlapping group meeting at least standardized-test criteria, were not reclassified, implicating this practice in the production of long-term EL status. However, the rate of not reclassifying was more than 2 to 5 times higher in one district than the other. Analyses of policy documents, reclassification decision forms, staff interviews, and surveys revealed that undergirding these differences were distinct reclassification policies and practices. We discuss policy, practice, and research implications, including issues of opportunity to learn, equity, and the need for a common definition of ELs involving a common set of specific criteria and standardized processes for reclassification statewide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01