Evaluating Criteria for English Learner Reclassification: A Causal-Effects Approach Using a Binding-Score Regression Discontinuity Design with Instrumental Variables

Abstract

When English learners are "reclassified" as fluent English projicient, often their instructional setting changes, including a significant reduction in or elimination ofEnglish language development services. Depending on a child's language skills, this instructional change could hinderfuture development or provide needed opportunities for learning advanced material. By establishing assessment-based guidelinesfor reclassification, policy makers have tremendous influence on when these settings change. The author highlights this policy lever for guiding reclassification decisions and identifies a method for rigorously evaluating whether the thresholdfor transitioning between settings is appropriate. This method-binding-score regression discontinuity with an instrumental variable-was then implemented to obtain unbiased effects ofreclassification on academic outcomes for students on the cusp ofmeeting reclassificationcriteria toprovide crediblepolicy recommendationsfor maintaining or shifting assessmentbased reclassification thresholds. The method detailed here can be used by policy makers to evaluate their own assessment-based guidelines.

Research and Policy Considerations for English Learner Equity

“…Significant effects of reclassification at a test-based, policy-specified threshold would suggest misalignment between the services/settings provided to ELs before and after they are reclassified (Robinson, 2011). Thus, the ideal situation would be no effects of reclassification on achievement, which would suggest a smooth transition from EL to a reclassified status.…”

Does English Language Learner (ELL) Identification Predict College Remediation Designation?: A Comparison by Race and Ethnicity, and ELL Waiver Status

“…ELL status also varies according to time spent receiving English language services, which has been shown to influence student outcomes (Flores, Batalova, & Fix, 2012;Robinson, 2011;Saunders & Marcelletti, 2013). Gándara and Rumberger (2009) document the lack of attention paid to giving ELL students adequate language instruction but also note the consequences of a student's remaining in an ineffective language program for too long.…”

“…To analyze more closely the conflicting research on the appropriate amount of time a student should spend in English language instruction courses (Gándara & Rumberger, 2009;Robinson, 2011), we examine several subsamples of ELL students by race and ethnicity and by time spent in a program to determine how these characteristics influence a student's designation as needing remedial coursework. For example, we examine how long a student was labeled ELL, from one year to seven years, by racial and ethnic group status.…”

“…Our study also incorporates critical earlier stages of academic assessment for ELL students that include identification as an ELL student and outcomes related to the process of reclassification as English proficient (Robinson, 2011).…”

“…For the purposes of these analyses, we include relevant covariates from the Education Research Center data that have been documented as influencing the ELL student pathway to reclassification, college enrollment, and general college readiness Perna, 2006;Robinson, 2011). Covariates include information on individual student demographics, such as race, ethnicity, age, gender, and economic status, as constructed by the state, such as the state-defined free or reduced-price lunch program (Hanushek, Kain, & Rivkin, 2009).…”