High-Payoff Opportunities for Reclassifying English Learners: Partnering to Make a Difference

• In Event: Collaboration to Improve Educational Opportunities for English Learners in the United States

Abstract

Objectives/Purpose and Theoretical Framework/Perspective: Spurred by mutual concern regarding the large proportion of English learners (ELs) entering secondary school with long-term status (6 or more years), a large California school district partnered with researchers to investigate EL reclassification to fluent English proficient. The urgency was in part due to the concern that secondary long-term ELs (LTELs) often encounter restricted access to mainstream core content, the full curriculum, and non-EL peers (Callahan & Shifrer, 2012; Dabach, 2014; Dabach & Callahan, 2011; Estrada, 2014a; 2014b; Estrada & Wang, 2015). We both recognized that turning around this LTEL trend would require assisting far greater numbers of ELs to develop the English language proficiency (ELP) and English language arts (ELA) achievement necessary for reclassifying fluent English proficient, reclassifying all eligible students, and identifying and ameliorating impediments to reclassifying. We report findings on reclassification and the value added to both researchers and practitioners of partnering.
Method: Using administrative data for seven cohorts of students over 3 years in the school district, we describe (a) the percent of ELs meeting reclassification criteria; (b) the percent of eligible students denied reclassification; (c) the criteria that are most frequently barriers to reclassifying; and (d) high-pay off actionable opportunities for increasing reclassification eligibility.
Results: Over the 3 years, the percent of students meeting all reclassification criteria increased (from 19% to 27%)—a positive trend in the face of the increasing restriction of the EL sample each year to lower performing students. The percentage of ELs eligible to reclassify varied by grade, peaking in grade 5 (ranging from 31% to 44% across years). Eligibility was lowest in grade 9 (about 10%) each year. Eight and 9% of eligible students were denied reclassification in Years 1 and 2, but denials fell sharply to 2% in Year 3. Another positive finding is that each year roughly an additional one-quarter of ELs met all but one criterion, making reclassification within reach (23% to 27%). Among students missing only one criterion, meeting the state criterion for English proficiency was the most frequent barrier to reclassifying through grade 6. Beginning in grade 7 meeting the ELA content standards criterion became the biggest barrier. We identified a number of potentially high payoff opportunities for increasing reclassification eligibility (e.g., eliminating denials to eligible ELs, targeting students missing one criterion, banking or eliminating the ELA grades criterion). Acting on all opportunities had the potential to increase reclassification significantly (25% to 28% across years). During the 3 years, the district took steps to increase reclassification, taking into account the findings and acting on some of the high pay off opportunities.
Significance: The results contribute uniquely to our understanding of English learner reclassification. They also indicate that it is possible to improve reclassification eligibility among ELs and to reduce eligibility denials by identifying patterns in administrative data, identifying actionable opportunities, and acting upon them. This project demonstrates that researcher practitioner partnerships can both inform the field and practice.

Authors

• Peggy Estrada, University of California - Santa Cruz

• Katherine G. Hayes, Los Angeles Unified School District

• Hilda Maldonado, Los Angeles Unified School District