The Effect of Time to Reclassification on Ever-English Learners' Academic Achievement Growth

• In Event: Moscone Center West Roundtable Session 3
  In Roundtable Session: Educational Reform and Student Outcomes

Abstract

This paper analyzes English learners’ (ELs) academic achievement by using growth-curve modeling to examine trends in their academic performance. Employing an ever-EL framework (Linquanti et al., 2016; Umansky, Thompson, & Díaz, 2017), we examine the effect of time to reclassification on academic outcomes for approximately 25,000 ELs in a large southern state. After controlling for other key demographic variables, we found that the more quickly ELs were reclassified, the higher their third grade math and reading scores were. However, time to reclassification did not predict reading growth, and faster time to reclassification negatively predicted math growth. These findings have implications for the continued evaluation of the reclassification process and developing understanding of how to best serve ELs in U.S. schools.

Authors

• Daniel A. Long, University of Connecticut - Storrs

• Vonna Hemmler, iDesign

• Rashea Hamilton, University of Connecticut/ Washington Student Achievement Council

• D. Betsy Mccoach, University of Connecticut