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ERIC Number: ED520430
Record Type: Non-Journal
Publication Date: 2010-Dec
Pages: 63
Abstractor: As Provided
Reference Count: 33
When to Exit ELL Students: Monitoring Success and Failure in Mainstream Classrooms after ELLs' Reclassification. CRESST Report 779
Kim, Jinok; Herman, Joan L.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
In English Language Learners' (ELLs) reclassification, the tension between assuring sufficient English language proficiency (ELP) in mainstream classrooms and avoiding potential negative consequences of protracted ELL status creates an essential dilemma. This study assesses the validity of existing systems in terms of gross consequences of reclassification. We examine the subsequent academic success of reclassified ELLs in mainstream classrooms, using statewide individual-level data merged from Grades 3 to 8 in a local control state. Drawing on some recent advances in growth modeling techniques, we control for students' performance levels prior to reclassification in examining post-reclassification growth rates. The study found that ELL students tend to make a smooth transition upon their reclassification and keep pace in mainstream classrooms. This indicates that existing reclassification decisions are, in general, supportive of ELL students' subsequent learning, with a caution that such finding should be tempered by a great extent of heterogeneity in subsequent learning. Results on one main component of reclassification criteria, ELP levels upon reclassification, suggest that protracted ELL status due to too stringent ELP criteria may not be useful or even be detrimental to ELLs' learning in mainstream classrooms. (Contains 5 figures and 18 tables.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
IES Funded: Yes
Grant or Contract Numbers: R305A090581