English Learner Trajectories and Reclassification

Autor/inn/en	Betts, Julian; Hill, Laura; Bachofer, Karen; Hayes, Joseph; Lee, Andrew; Zau, Andrew
Institution	Public Policy Institute of California (PPIC)
Titel	English Learner Trajectories and Reclassification
Quelle	(2019), (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Classification; School Districts; Outcomes of Education; Evaluation Methods; Elementary School Students; Secondary School Students; Student Characteristics; Language Tests; Standardized Tests; Scores; California (Los Angeles); California (San Diego) + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; School district; Schulbezirk; Lernleistung; Schulerfolg; Sekundarschüler; Language test; Sprachtest; Standadised tests; Standardisierter Test
Abstract	This report describes research carried out over two distinct reclassification eras between the 2002-03 and 2013-14 academic years in the Los Angeles Unified (LAUSD) and San Diego Unified School Districts (SDUSD). Using student-level data and the multiple reclassification policies, the researchers are able to discern whether reclassification takes place at the optimal time for student success. The authors compare academic outcomes of students just below and just above the threshold for meeting reclassification requirements, and when they find that students' academic trajectories continue at the same pace, they determine that reclassification policies are set appropriately. Overall, reclassification criteria appear mostly to have been appropriate, even though reclassification policies underwent changes during the period of the study and varied across the two districts. More specifically, findings reveal: (1) In SDUSD, there is no strong evidence that English learner (EL) students were reclassified either too soon or too late; (2) In LAUSD, in a few instances, some elementary school students may have been reclassified too soon, resulting in short-term negative outcomes. There is also some evidence of negative effects on on-time graduation for reclassified ELs at the high school level, but only in the first reclassification era; and (3) In both districts, it does not appear that student characteristics such as length of time as an EL student, school demographic patterns, or neighborhood characteristics altered the impact of reclassification on students, with some minor exceptions. This suggests reclassification policies need not be adapted for different types of students or school contexts. [For the technical appendices to this report, see ED603765.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01