By Camila Morales
In this report, we examine how variation in English Learners (EL) reclassification policy complexity relates to the likelihood of reclassification eligibility, the timing of eligibility across grade levels, and policy adherence. Following a taxonomy introduced in our first report, we characterize policy complexity based on the number and type of requirements for reclassification, ranging from reliance solely on English language proficiency (ELP) assessments to a combination of ELP and non-ELP benchmarks. Our analysis examines student-level data from 2016 to 2024, covering multiple districts across four states.
Specifically, our analysis reveals the following:
- Students in states with more complex reclassification policies are less likely to be eligible for reclassification, with differences linked to the inclusion of non-ELP criteria.
- Disparities in the percentage of eligible students widen as grade levels progress, with marked distinctions between states that do and do not consider non-ELP requirements.
- As reclassification policies become more complex, the relationship between eligibility and reclassification weakens. Consequently, states with more complex policy structures are less likely to reclassify eligible students.
Our findings underscore the role that reclassification policy design plays in shaping student outcomes and opportunities for EL students. Specifically, the inclusion of non-ELP assessments is associated with lower eligibility rates and reclassification rates among eligible students. This suggests that more complex policies may create additional barriers for ELs to demonstrate language proficiency, potentially fostering a policy environment that prolongs EL status. That said, it is also important to highlight that this report does not examine the link between policy complexity and student achievement following reclassification. More research is needed to establish this connection, as it may be that policy complexity results in better outcomes after students exit EL status. Nonetheless, it remains essential to emphasize the importance of careful consideration of policy design to ensure equitable opportunities for EL students.
In prior related reports, we examined the changing landscape of states’ EL reclassification policies, how EL reclassification policy structures vary across states, and the relationship between states’ policy structures and characteristics of their EL populations.