Stanford-Sequoia K-12 Collaborative: Early High School Outcomes for Reclassified English Learners. Research Brief
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| Title: | Stanford-Sequoia K-12 Collaborative: Early High School Outcomes for Reclassified English Learners. Research Brief |
|---|---|
| Language: | English |
| Authors: | Tatiana Zamora, Sebastian Castrechini, Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) |
| Source: | John W. Gardner Center for Youth and Their Communities. 2026. |
| Availability: | John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Grade 9 |
| Descriptors: | Language Tests, High School Students, Grade 8, Grade 9, Junior High School Students, Social Emotional Learning, English Learners, Classification, Educational Opportunities, Grades (Scholastic), Sense of Belonging, Academic Achievement, Learner Engagement, Self Control |
| Geographic Terms: | California |
| Abstract: | In recent years, research has found stark differences in academic outcomes for students identified as English learners (EL) when compared with peers whose first language is English. In addition to measures of achievement, research suggests that students labeled as ELs are often segregated from native English speaking peers in early grades and complete less rigorous courses in high school, conditions that limit their access to educational resources and opportunities. The Gardner Center has been partnering with school districts in the Stanford-Sequoia K-12 Research Collaborative since 2017 to conduct research and use data to inform improvements to the processes for supporting and reclassifying students identified as EL. The research with the collaborative has uncovered similar patterns of lower academic achievement for students who do not reclassify as fluent in English before high school. Based on this research, the nine collaborative districts made three mutual agreements to collectively work toward improving reclassification for students classified as ELs in 8th and 9th grade by: (1) prioritizing the reclassification of students who have obtained a performance level of 4 on the Summative English Language Proficiency Assessment for California (ELPAC); (2) offering multiple assessment opportunities to meet the basic skills reclassification criterion and approach the use of these assessments as confirmatory evidence for reclassification; and (3) ensuring that teacher evaluations and parent consultations occur before the Summative ELPAC and basic skills assessments scores are available in the spring. For the 2024-25 school year, the researchers set out--along with the collaborative districts--to examine the progress for students reclassified under these new criteria. As the districts focused on reclassifying students before they finished middle school, the researchers examined their outcomes in high school as an important early milestone to understand if the changes to reclassification policy are having their intended outcomes. This research examines both academic and social emotional outcomes for students, as a large body of research has shown a connection between the two. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679581 |
| Database: | ERIC |
| Abstract: | In recent years, research has found stark differences in academic outcomes for students identified as English learners (EL) when compared with peers whose first language is English. In addition to measures of achievement, research suggests that students labeled as ELs are often segregated from native English speaking peers in early grades and complete less rigorous courses in high school, conditions that limit their access to educational resources and opportunities. The Gardner Center has been partnering with school districts in the Stanford-Sequoia K-12 Research Collaborative since 2017 to conduct research and use data to inform improvements to the processes for supporting and reclassifying students identified as EL. The research with the collaborative has uncovered similar patterns of lower academic achievement for students who do not reclassify as fluent in English before high school. Based on this research, the nine collaborative districts made three mutual agreements to collectively work toward improving reclassification for students classified as ELs in 8th and 9th grade by: (1) prioritizing the reclassification of students who have obtained a performance level of 4 on the Summative English Language Proficiency Assessment for California (ELPAC); (2) offering multiple assessment opportunities to meet the basic skills reclassification criterion and approach the use of these assessments as confirmatory evidence for reclassification; and (3) ensuring that teacher evaluations and parent consultations occur before the Summative ELPAC and basic skills assessments scores are available in the spring. For the 2024-25 school year, the researchers set out--along with the collaborative districts--to examine the progress for students reclassified under these new criteria. As the districts focused on reclassifying students before they finished middle school, the researchers examined their outcomes in high school as an important early milestone to understand if the changes to reclassification policy are having their intended outcomes. This research examines both academic and social emotional outcomes for students, as a large body of research has shown a connection between the two. |
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