Longitudinal Study: Academic Trajectories of Early vs. Later Reclassified Fluent English Learners

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Understanding the Complexity of Multilingual Learner Education: From Reading to Assessment (Table 12)

Abstract

Research on Long Term English Learners (LTEL) and their negative academic outcomes is extensive, but Early Reclassified Fluent English Proficient (E-RFEP) students and their potential benefits are less studied. This study used longitudinal data from 1,152 students in three elementary school districts, tracking them from kindergarten through high school. Key findings include: 1) significant variation in reclassification timing, 2) demographic and socioeconomic factors like parent education, ethnicity, and gender predict E-RFEP, and 3) E-RFEP students achieve higher academically than LTEL and English-only (EO) peers. This research shifts focus from LTEL challenges to E-RFEP successes, offering evidence-based insights for educators and policymakers to improve assessment, instruction, and support for LTEL students.

Authors

• Xinjie Chen, Chinese University of Hong Kong

• Amado M. Padilla, Stanford University

• Elizabeth M. Swanson, University of Maryland

• Diana G. Mercado-Garcia, California Education Partners