View in EDS

Creating Coherence: Lessons on English Learner Reclassification

Saved in:
Bibliographic Details
Title: Creating Coherence: Lessons on English Learner Reclassification
Language: English
Authors: Diana Mercado-Garcia, Amy Gerstein, Laurel Sipes, Sebastian Castrechini, Guillermo Solano-Flores, Stanford University, Policy Analysis for California Education (PACE)
Source: Policy Analysis for California Education, PACE. 2026.
Availability: Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Peer Reviewed: N
Page Count: 30
Publication Date: 2026
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: English Learners, Classification, Language Proficiency, English (Second Language), Barriers, Elementary Secondary Education, Language Skills, Basic Skills, School Districts, Educational Administration
Geographic Terms: California
Abstract: In California, reclassification of students designated as English learners (ELs) is a critical process that determines when students transition to being Reclassified Fluent English Proficient (RFEP). This process is governed by state policies that mandate using multiple criteria to ensure fairness and accuracy. Although these policies aim to create equitable pathways for reclassification, discrepancies in local implementation can present barriers for students. One such criterion, the assessment of basic skills relative to English-proficient students, often fails to reflect the true capabilities and potential of multilingual learners (MLLs), partly because of inconsistencies in testing practices across districts. This report explores the complexities of reclassifying students designated as ELs in California, emphasizing the dual nature of state policy as both a framework for support and a potential source of inequity. Through an illustrative case study featuring the Stanford-Sequoia K-12 Research Collaborative (Stanford-Sequoia Collaborative), a research-practice partnership between Stanford University and nine school districts in San Mateo County, the authors examine how varying interpretations and applications of reclassification criteria can affect students' educational trajectories. The findings underscore the need for policymakers and educators to consider adjustments to policies and practices that better serve MLLs.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680428
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED680428
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED680428
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Creating Coherence: Lessons on English Learner Reclassification
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Diana+Mercado-Garcia%22">Diana Mercado-Garcia</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Gerstein%22">Amy Gerstein</searchLink><br /><searchLink fieldCode="AR" term="%22Laurel+Sipes%22">Laurel Sipes</searchLink><br /><searchLink fieldCode="AR" term="%22Sebastian+Castrechini%22">Sebastian Castrechini</searchLink><br /><searchLink fieldCode="AR" term="%22Guillermo+Solano-Flores%22">Guillermo Solano-Flores</searchLink><br /><searchLink fieldCode="AR" term="%22Stanford+University%2C+Policy+Analysis+for+California+Education+%28PACE%29%22">Stanford University, Policy Analysis for California Education (PACE)</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Policy+Analysis+for+California+Education%2C+PACE%22"><i>Policy Analysis for California Education, PACE</i></searchLink>. 2026.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 30
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Skills%22">Basic Skills</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In California, reclassification of students designated as English learners (ELs) is a critical process that determines when students transition to being Reclassified Fluent English Proficient (RFEP). This process is governed by state policies that mandate using multiple criteria to ensure fairness and accuracy. Although these policies aim to create equitable pathways for reclassification, discrepancies in local implementation can present barriers for students. One such criterion, the assessment of basic skills relative to English-proficient students, often fails to reflect the true capabilities and potential of multilingual learners (MLLs), partly because of inconsistencies in testing practices across districts. This report explores the complexities of reclassifying students designated as ELs in California, emphasizing the dual nature of state policy as both a framework for support and a potential source of inequity. Through an illustrative case study featuring the Stanford-Sequoia K-12 Research Collaborative (Stanford-Sequoia Collaborative), a research-practice partnership between Stanford University and nine school districts in San Mateo County, the authors examine how varying interpretations and applications of reclassification criteria can affect students' educational trajectories. The findings underscore the need for policymakers and educators to consider adjustments to policies and practices that better serve MLLs.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED680428
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680428
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
    Subjects:
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Classification
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Basic Skills
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Educational Administration
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Creating Coherence: Lessons on English Learner Reclassification
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stanford University, Policy Analysis for California Education (PACE)
      – PersonEntity:
          Name:
            NameFull: Diana Mercado-Garcia
      – PersonEntity:
          Name:
            NameFull: Amy Gerstein
      – PersonEntity:
          Name:
            NameFull: Laurel Sipes
      – PersonEntity:
          Name:
            NameFull: Sebastian Castrechini
      – PersonEntity:
          Name:
            NameFull: Guillermo Solano-Flores
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Titles:
            – TitleFull: Policy Analysis for California Education, PACE
              Type: main
ResultId 1