Sentenced for Life: An Analysis of District Reclassification Criteria for English Language Learners in California

• In Event: Social Stratification and Education Policy: The Sorting of Students and Schools

Abstract

The aim of this descriptive statewide study is to decipher reclassification practices in California–the state that educates 20% of the nation’s English language learners (ELL) and enrolls more language-minority students than any other state in the union. In the course of our investigation, we examined reclassification criteria from a representative sample of 278 school districts across the state. Key findings of our study show inconsistent criteria for ELL student reclassification across the state, elevated reclassification requirements in high ELL and Free and Reduced Lunch (FRL) school districts and arbitrary “student academic performance” district-established criterion. All of which create a highly subjective and inconsistent reclassification process to English proficient status for ELLs that impacts students’ opportunities for long-term academic success.

Authors

• Irina S. Okhremtchouk, Arizona State University

• RikkiLynn Archibeque, Arizona State University

• Adam Clark, Arizona State University

• Evelyn Concepcion Baca, Arizona State University - Tempe

• George Sahr Sellu, Santa Rosa Junior College