Reclassifying English Learners. EdWorkingPaper No. 25-1234
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| Title: | Reclassifying English Learners. EdWorkingPaper No. 25-1234 |
|---|---|
| Language: | English |
| Authors: | Mingyan Ma, Marcus A. Winters, Annenberg Institute for School Reform at Brown University, Wheelock Educational Policy Center (WEPC) |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 62 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Joyce Foundation |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | English Learners, Language Proficiency, English (Second Language), Classification, Public Schools, Attendance, Standardized Tests, Scores, Elementary School Students, Secondary School Students, Outcomes of Education |
| Geographic Terms: | Indiana |
| Abstract: | Most English learners (ELs) eventually gain sufficient English proficiency to be reclassified and receive instruction without linguistic supports. Though well-identified, prior regression discontinuity estimates for the effect of reclassification are estimated too imprecisely to detect policy-relevant effects. Applying a student fixed-effect design to data from Indiana, we show that ELs experience a substantial negative shock immediately following reclassification, and this negative impact remains over time. We apply insights from a stylized model for changes in ELs outcomes as they gain facility with English to bound the causal effect of reclassification. A difference-in-differences approach making across-student comparisons between treated students and not-yet reclassified ELs yields similar results. Our analysis illustrates the potential for panel data strategies with transparent assumptions to produce valuable information about the effect of important but understudied services in cases where experimental and quasi-experimental strategies are unavailable and/or uninformative. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674071 |
| Database: | ERIC |
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