This brief emphasizes the importance of English learner reclassification in California, where over 19 percent of students are classified as English learners. It outlines the high-stakes nature of this process, particularly under the Every Student Succeeds Act (ESSA), which mandates uniform criteria for exiting English learner programs. The four…

In 2006-2007, California revised its English language proficiency (ELP) assessment, the California English Language Development Test (CELDT), which resulted in more stringent criteria and higher cut scores for meeting proficiency. Using regression discontinuity designs and a difference-in-differences approach, this study examines the effects of…

This study sought to find if the implementation of the strategy of goal setting and reflective portfolios would improve reading comprehension among long-term English learners (LTELs), which in turn would impact their FastBridge aReading scores. LTELs have difficulty reclassifying, resulting in negative outcomes regarding graduation rates and…

California's K-12 funding and instructional policies for English learners (ELs) have changed significantly over the past 2 decades. The major policy shifts held the potential to change student learning outcome patterns for ELs. As a first step in identifying the potential impacts of these policy shifts, this report describes changes over time in…

California's K-12 funding and instructional policies for English learners (ELs) have changed significantly over the past 2 decades, including new requirements for instructional materials specific to ELs statewide and a new school funding system that funds ELs at a higher rate. These major policy shifts held the potential to change student learning…

This study investigated whether collaboration between science teachers and ELD teachers would result in changes to teachers' perceptions about their role and responsibility to support English Learners in their science classes and whether professional learning opportunities provided would result in planned implementation of strategies and practices…

Purpose: The purpose of this quantitative, causal-comparative study was to determine whether English learners who participated in transitional kindergarten perform equally or better than English learners who did not participate in transitional kindergarten in the areas of oral language, written language, and overall language as measured by the…

Descriptive evidence shows that English learners (ELs) have lower high school graduation and 4-year-college attendance rates than monolingual and fluent English users. Applying the regression discontinuity design to rich administrative data from a large district in California, this study identifies the first causal effects of initial EL…

With the 2015 passage of the "Every Student Succeeds Act" (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs' educational experiences are also…

Under federal civil rights law, U.S. school districts have a dual obligation to provide students identified as English learners (ELs) with designated English-language development (ELD) instruction and integrated ELD support during core content instruction. Drawing on an analysis of interviews with 96 educators in two large California districts, we…

Researchers are concerned that English language learners (ELL) may remain classified too long and, therefore, may not receive appropriate mainstream educational services. In this study, we investigate the effects of language classification on student outcomes in one California school district. Our ordinary least squares regression estimates…

Team teaching is re-emerging as a relevant research topic in language education due to the complexity and realities of globalization (Williams, Evans, & Metcalf, 2010). This qualitative study examined the characteristics of high-performing teams and their leadership in foreign language programs. Fifty-four college-level teachers, department…

This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over…

California state policy requires English language learners (ELL) to pass the California English Language Development Test and the California Standards Test in English Language Arts to be Reclassified Fluent English Proficient (RFEP). However, most districts make it more difficult for ELL students to reclassify by setting reclassification…

In total, more than 40 percent of the students in California's public schools speak a language other than English at home. In the 2016-17 school year, 21 percent (or more than 1.3 million) of all students were English Learners (ELs). When students who were formerly English Learners are added in, the population of "ever ELs" expands to 38…