Improving the Reclassification Process for Long-Term English Learners in California: Policy Implications from Research with Nine School Districts Engaged in Reform. Policy Brief
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| Title: | Improving the Reclassification Process for Long-Term English Learners in California: Policy Implications from Research with Nine School Districts Engaged in Reform. Policy Brief |
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| Language: | English |
| Authors: | Sebastian Castrechini, Laurel Sipes, Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) |
| Source: | John W. Gardner Center for Youth and Their Communities. 2025. |
| 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: | 8 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Grade 9 High Schools |
| Descriptors: | English (Second Language), English Learners, Classification, Barriers, Language Proficiency, At Risk Students, Program Effectiveness, Elementary Secondary Education, Grade 8, Grade 9 |
| Geographic Terms: | California |
| Abstract: | New California reporting requirements drawing attention to outcomes for Long-Term English Learners (LTELs) opens a window of opportunity for changes to better support these students. In spring 2023, the Stanford-Sequoia K-12 Research Collaborative (Sequoia Collaborative) agreed to key changes in the reclassification process for multilingual learners (MLLs), offering more ways for eighth and ninth grade English Learners to demonstrate basic skills for the purpose of reclassification, improving the process for reclassification, and removing administrative hurdles to reclassification. This brief offers lessons learned about reclassification from research conducted with the Sequoia Collaborative to understand new patterns that might be observed in the California School Dashboard in the coming years. The authors conclude with recommendations based on their research about how districts may prevent students from being designated as LTEL by removing barriers to reclassification. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676041 |
| Database: | ERIC |
| Abstract: | New California reporting requirements drawing attention to outcomes for Long-Term English Learners (LTELs) opens a window of opportunity for changes to better support these students. In spring 2023, the Stanford-Sequoia K-12 Research Collaborative (Sequoia Collaborative) agreed to key changes in the reclassification process for multilingual learners (MLLs), offering more ways for eighth and ninth grade English Learners to demonstrate basic skills for the purpose of reclassification, improving the process for reclassification, and removing administrative hurdles to reclassification. This brief offers lessons learned about reclassification from research conducted with the Sequoia Collaborative to understand new patterns that might be observed in the California School Dashboard in the coming years. The authors conclude with recommendations based on their research about how districts may prevent students from being designated as LTEL by removing barriers to reclassification. |
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