The Impact of Reclassification on Postsecondary Outcomes for English Learners in Texas

• In Event: Supporting English Learner, Immigrant, and Undocumented Students

Abstract

Research suggests that classification as an “English Learner” can limit access to key educational resources, such as college preparatory coursework. Studies generally show that for students on the margin, exiting EL status in elementary school improves subsequent achievement. We know less about the relationship between EL status and longer-term outcomes. This study offers some of the first evidence on the impact of reclassifying as “English Proficient” in elementary, middle and high school on postsecondary outcomes. I leverage administrative data from Texas and a multiple rating regression discontinuity design to isolate the causal impact of exiting EL status. I find that students who reclassify at the end of 9th grade are 18 percentage points more likely to enroll in postsecondary education.

Author

• Coral Flanagan, Vanderbilt University