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Effects of Reclassifying English Learner Students on Student Achievement in New Mexico. REL 2022-138
Peer reviewed
Download full textGarrett, Rachel; Larsen, Eric; Arellanes, Melissa – Regional Educational Laboratory Southwest, 2022
This study examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3-8 in New Mexico. State policy in New Mexico bases student reclassification decisions on whether students attain a minimum…
Descriptors: English Language Learners, Grade 3, Grade 4, Grade 5
Regional Educational Laboratory Southwest, 2022
This Study Snapshot highlights key findings from a study that examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3-8 in New Mexico. New Mexico established a state-level policy that requires…
Descriptors: English Language Learners, Grade 3, Grade 4, Grade 5
Regional Educational Laboratory Southwest, 2022
The "Effects of Reclassifying English Learner Students on Student Achievement in New Mexico" study examined being reclassified as fluent English proficient and achievement in English language arts and math in the first year after student reclassification. The study focused on achievement among English learner students in 2014/15-2018/19…
Descriptors: English Language Learners, Grade 3, Grade 4, Grade 5
Direct linkMatta, Tyler H.; Soland, James – Journal of Educational and Behavioral Statistics, 2019
The development of academic English proficiency and the time it takes to reclassify to fluent English proficient status are key issues in English learner (EL) policy. This article develops a shared random effects model (SREM) to estimate English proficiency development and time to reclassification simultaneously, treating student-specific random…
Descriptors: English Language Learners, Language Proficiency, Classification, Language Fluency
Hill, Laura; Betts, Julian; Hopkins, Megan; Lavadenz, Magaly; Bachofer, Karen; Hayes, Joseph; Lee, Andrew; Murillo, Marco A.; Vahdani, Tara; Zau, Andrew C. – Public Policy Institute of California, 2019
English Learners are an important part of California's K12 student population. Over 40 percent of students in California's K-12 education system speak a language other than English at home. Almost half of these students are considered English Learners (ELs), meaning they require additional language and academic support to succeed in school. In…
Descriptors: English Language Learners, Student Needs, Barriers, Second Language Learning
Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Snow, Catherine E. – Reading and Writing: An Interdisciplinary Journal, 2017
We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classified as…
Descriptors: Vocabulary Development, High Achievement, Language Minorities, Limited English Speaking
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, 2014
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,…
Descriptors: Elementary Secondary Education, Public Schools, English Language Learners, Language Fluency
Hill, Laura E.; Betts, Julian R.; Chavez, Belen; Zau, Andrew C.; Bachofer, Karen Volz – Public Policy Institute of California, 2014
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,…
Descriptors: Elementary Secondary Education, Public Schools, English Language Learners, Language Fluency
