NotesFAQContact Us
Search Tips
ERIC Number: ED566368
Record Type: Non-Journal
Publication Date: 2014
Pages: 34
Abstractor: As Provided
Reference Count: 71
Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Umansky, Ilana M.; Reardon, Sean F.
Grantee Submission, American Educational Research Journal v51 n5 p879-912 2014
Schools are under increasing pressure to reclassify their English learner (EL) students to "fluent English proficient" status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investigates whether reclassification timing, patterns, or barriers differ by linguistic program. We find that Latino EL students enrolled in two-language programs are reclassified at a slower pace in elementary school but have higher overall reclassification, English proficiency, and academic threshold passage by the end of high school. We discuss the implications of these findings for accountability policies and educational opportunities in EL programs. [This paper was published in "American Educational Research Journal" (EJ1041160).]
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305B090016; R305A110670