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Effects of English Learner Reclassification Policies on Academic Trajectories

Author

Listed:
  • Julian Betts
  • Laura Hill
  • Karen Bachofer
  • Joseph Hayes
  • Andrew Lee
  • Andrew Zau

Abstract

In California 38% of students are either current or former English Learners (ELs). A crucial decision in their educational trajectory is when to reclassify ELs. Upon reclassification, ELs cease to receive language supports, but have more opportunities to take the same courses as fluent English speakers. This paper uses regression discontinuity in California’s two largest school districts to ask: “Are ELs being reclassified at the right time?” In most cases the districts were reclassifying students appropriately, with no discontinuity for outcomes including test scores and graduation on time. Exceptions in which those meeting the reclassification criteria subsequently performed worse were resolved with Los Angeles’s newer reclassification policy.

Suggested Citation

  • Julian Betts & Laura Hill & Karen Bachofer & Joseph Hayes & Andrew Lee & Andrew Zau, 2020. "Effects of English Learner Reclassification Policies on Academic Trajectories," NBER Working Papers 28188, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:28188
    Note: ED
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    File URL: http://www.nber.org/papers/w28188.pdf
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    Cited by:

    1. Briana Ballis, 2021. "Does Peer Motivation Impact Educational Investments? Evidence From DACA," Working Papers 2021-027, Human Capital and Economic Opportunity Working Group.

    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J1 - Labor and Demographic Economics - - Demographic Economics
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination

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