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Reclassification and Academic Success among English Language Learners: New Evidence from a Large Urban School District

Author

Listed:
  • Painter Gary

    (School of Policy, Planning, and Development, University of Southern California, Los Angeles, CA, USA)

  • Flores Edward

    (Department of Sociology, Loyola University Chicago, Chicago, IL, USA)

Abstract

On average, English Language Learners (ELLs) have inferior academic performance than their peers who speak English fluently. Research has also shown that ELLs that are reclassified as English Proficient (R-FEP) often have outcomes that approach or exceed comparable peers who are initially fluent in English upon entering school, but many of these past approaches suffer from various methodological deficiencies. In this analysis, we analyse the impact of reclassification on a broad set of academic outcomes using a number of methods to address this question, including fixed effects and instrumental variables methods. There are clear differences in academic outcomes between those students who are never reclassified and those who are R-FEP English Proficient. However, the evidence suggests that, on the margin, there is little or no incremental benefit for students that are reclassified before their peers.

Suggested Citation

  • Painter Gary & Flores Edward, 2013. "Reclassification and Academic Success among English Language Learners: New Evidence from a Large Urban School District," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 13(1), pages 107-136, April.
    • Handle: RePEc:bpj:bejeap:v:13:y:2013:i:1:p:107-136:n:5
    DOI: 10.1515/bejeap-2012-0036
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    References listed on IDEAS

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    1. Levine, David I. & Painter, Gary, 2008. "Are measured school effects just sorting?: Causality and correlation in the National Education Longitudinal Survey," Economics of Education Review, Elsevier, vol. 27(4), pages 460-470, August.
    2. Jill S. Cannon & Alison Jacknowitz & Gary Painter, 2006. "Is full better than half? Examining the longitudinal effects of full-day kindergarten attendance," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 25(2), pages 299-321.
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