25 Years of Research on Classified English Learners in U.S. Schools: A Scoping Review

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Towards a Justice-Oriented Bilingual Education

Abstract

This scoping review synthesizes 25 years of U.S.-based research on English Learner (EL) classification and reclassification in PK–12 settings. Using PRISMA-ScR guidelines and an inductive, theme-driven approach, 29 empirical studies were identified from 4,533 records. Five themes emerged: methodological patterns in the literature; timing, access, and academic opportunity; student backgrounds and growth patterns; systems-level variation in reclassification criteria, processes, and tools; and instructional and relational support systems that shape EL development. The review highlights persistent gaps in EL subgroup disaggregation, limited intersectional analyses, and policy inconsistencies across jurisdictions. Findings point to enduring systemic issues in classification policy and call for more nuanced, equity-oriented research.

Authors

• Brenda Valdes, Stanford University

• Amado M. Padilla, Stanford University

• Oswaldo Rosales, Stanford University