In this article, the authors report select results of a national survey of state requirements and recommendations regarding identification and reclassification of English Language Learners (ELLs) conducted in academic year 2001-2002, called the "Survey of State Policies for Identification and Reclassification of Limited English Proficient Students." The purpose of the "State Survey" was twofold: (1) to obtain data regarding current state practices with respect to identification and reclassification of ELLs; and (2) to raise questions regarding the appropriateness of three dominant practices, namely, (a) the use of academic achievement tests for the purpose of identification, (b) routine assessment of children's oral native-language ability, and (c) the use of cutoff scores in determining identification or reclassification of ELL status. It is argued that such practices may lead to errors in identification and reclassification of ELLs, which in turn may have negative consequences for students. (Contains 2 figures.)