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Bulwark or Barrier? The Effect of Academic Criteria-Based Reclassification on the High School Outcomes of Multilingual Learners in Texas. EdWorkingPaper No. 25-1368

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Title: Bulwark or Barrier? The Effect of Academic Criteria-Based Reclassification on the High School Outcomes of Multilingual Learners in Texas. EdWorkingPaper No. 25-1368
Language: English
Authors: Shirley Xu, Coral Flanagan, Diana Quintero, Annenberg Institute for School Reform at Brown University
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: 90
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Elementary Secondary Education
Descriptors: English Learners, Multilingualism, Bilingual Students, Grade 8, Classification, Academic Standards, Language Proficiency, Educational Legislation, Elementary Secondary Education, Federal Legislation, Student Promotion, State Policy
Geographic Terms: Texas
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Abstract: English learner (EL) classification can provide multilingual students (MLs) with key supports while simultaneously limiting access to important educational opportunities. To determine when students are ready to exit EL status, some states require students to meet "academic" criteria in addition to demonstrated English proficiency. However, few studies empirically examine these criteria, which may become increasingly restrictive in upper grades. We use administrative data from Texas and a regression discontinuity design to estimate the effect of using academic criteria to reclassify students at the end of eighth grade. Reclassified students earn more advanced credits, but graduate high school at lower rates, indicating a need for greater course access for EL-classified students and increased support for former ML-ELs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678300
Database: ERIC
FullText Text:
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  Data: 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/
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  Data: English learner (EL) classification can provide multilingual students (MLs) with key supports while simultaneously limiting access to important educational opportunities. To determine when students are ready to exit EL status, some states require students to meet "academic" criteria in addition to demonstrated English proficiency. However, few studies empirically examine these criteria, which may become increasingly restrictive in upper grades. We use administrative data from Texas and a regression discontinuity design to estimate the effect of using academic criteria to reclassify students at the end of eighth grade. Reclassified students earn more advanced credits, but graduate high school at lower rates, indicating a need for greater course access for EL-classified students and increased support for former ML-ELs.
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      – Text: English
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