In this report, the authors explore how English Learner (EL) reclassification policies vary across states and the relationship between states’ policy structures and the characteristics of their EL populations.
EL reclassification policies outline the criteria ELs must meet to attain English language proficiency. Once reclassified, ELs no longer receive targeted language support services. A growing body of evidence links reclassification determinations to future academic outcomes and points to the importance of setting appropriate benchmarks for determining reclassification decisions.
The report identifies four distinct groups of state policies based on the kind of reclassification requirements and examines how those policies relate to the prevalence and growth of ELs, their demographic characteristics, and the share of long-term ELs.