Analysis of Colorado Multilingual Learner Redesignation Among the 2018 Third-Grade Cohort

• In Event: Advancing Equity in Assessment of Multilingual Learners

Abstract

This study examines the redesignation process of Multilingual Learners (MLs) in Colorado following changes to the ACCESS for ELLS 2.0 Assessment standards. Analyzing statewide longitudinal data from 2017-18 to 2022-23, we track a cohort of ML students from 3rd to 8th grade to identify patterns and disparities in redesignation outcomes. Results reveal that by 8th grade, 69% of students were redesignated as Fluent English Proficient (FEP). However, variations exist across demographic subgroups, with discrepancies in ACCESS scores and redesignation rates by gender, race/ethnicity, and socioeconomic status. These findings underscore the need for ongoing evaluation of redesignation practices to address potential inequities and ensure fair educational opportunities for all ML students.

Authors

• Erik Whitfield, University of Colorado - Boulder

• Benjamin R. Shear, University of Colorado - Boulder

• Elena K. Diaz-Bilello, University of Colorado - Boulder