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ERIC Number: ED561951
Record Type: Non-Journal
Publication Date: 2014-May
Pages: 28
Abstractor: ERIC
Reference Count: 22
ISBN: 978-1-58213-157-3
Pathways to Fluency: Examining the Link between Language Reclassication Policies and Student Success
Hill, Laura E.; Betts, Julian R.; Chavez, Belen; Zau, Andrew C.; Bachofer, Karen Volz
Public Policy Institute of California
Nearly 25 percent of the students attending California's K-12 public schools are English Learners (ELs). Their EL designation is intended to last only as long as they need supplemental language support to succeed in school. Because outcomes for students reclassified as English proficient are much better than for students who remain ELs, policymakers are seeking answers to questions about how quickly EL students should be reclassified, whether reclassification criteria should be standardized, and the links between reclassification and academic success. This report examines reclassification policies and the academic performance of ELs and former ELs in the two largest school districts in California, Los Angeles Unified and San Diego Unified, which together serve approximately 15 percent of the state's EL students. The report uses longitudinal student data over ten years, to follow students from 2nd grade through their 12th grade year. [The authors acknowledge additional research support from Joseph M. Hayes. For the Technical Appendices, see ED561952.]
Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Donald Bren Foundation; Evelyn and Walter Haas, Jr. Fund
Authoring Institution: Public Policy Institute of California
Identifiers - Location: California