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ERIC Number: ED574179
Record Type: Non-Journal
Publication Date: 2017-Apr
Pages: 43
Abstractor: As Provided
Evaluating English Learner Reclassification Policy Effects across Districts
Cimpian, Joseph R.; Thompson, Karen D.; Makowski, Martha B.
Grantee Submission
Effectively educating the large English learner population requires policymakers to ensure developmentally appropriate settings and services throughout the time students are learning English, as well as during their transition to fluent English proficient status--a process termed reclassification. Using longitudinal student-level data from two U.S. states (N = 107,549), the authors implemented recent advances in multi-site regression discontinuity designs to assess the effects of reclassification policies across districts. They found that reclassification decisions are heavily influenced by state criteria; however, there is considerable variability across districts in the extent of state-level influence. The authors also found robust evidence of between-district heterogeneity in the effects of reclassification on subsequent achievement and graduation. They discuss the implications of these findings for reclassification policies and future research on the topic. Looking toward the next century of education research, the authors discuss ways that multi-site regression discontinuity designs can be combined with qualitative research to enable policymakers and practitioners to better understand variation in effects of policies across contexts as well as the mechanisms underlying those effects. [At the time of submission to ERIC this article was in press with "American Educational Research Journal," v54 suppl p255S-278S Apr 2017.]
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Academy of Education; Spencer Foundation; Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305H140072