Languages, Labels, and Opportunity: Latino English Learners and Reclassification in a Large, Urban School District

• In Event: How, When, and Why Are English Language Learners Reclassified as Fluent English Proficient? New Methods for Establishing and Examining English Language Learner Assessment, Accountability, and Equity Policies

Abstract

Objective:
This paper examines reclassification among Latino English Learners (ELLs) in a large urban school district in California. The analysis looks specifically at the relationship of instructional program (bilingual, English only, dual immersion) to reclassification and grade of entry to reclassification; it also examines the relationship of many important student, family, and school characteristics to reclassification.
Method and Data Sources:
Using ten years of school district administrative data from 2000-2010 and a sample of roughly 8000 Latino ELLs, the paper employs discrete time hazard analysis to analyze the prevalence, timing, barriers to and predictors of linguistic reclassification.
Results:
Results show that after 10 years in the district an estimated 39% of Latino ELLs are not reclassified as Fluent English Proficient. Fifty percent of Latino ELLs are estimated to be reclassified by their 8th year in the district. Instructional program is significantly linked to reclassification. Students in English only programs reclassify faster in the early years but overall reclassification rates are highest in the bilingual program. Grade of entry also predicts reclassification; those students who enter the district after the 2nd grade have much lower reclassification rates than those that enter in K-2. The largest barrier to reclassification among Latino ELLs is the academic criteria – the state English language arts assessment – although in certain grades the English language proficiency test also poses a serious challenge, particularly in the areas of reading and writing.

Author

• Ilana Marice Umansky, Stanford University