Working Paper: NBER ID: w28188
Authors: Julian Betts; Laura Hill; Karen Bachofer; Joseph Hayes; Andrew Lee; Andrew Zau
Abstract: In California 38% of students are either current or former English Learners (ELs). A crucial decision in their educational trajectory is when to reclassify ELs. Upon reclassification, ELs cease to receive language supports, but have more opportunities to take the same courses as fluent English speakers. This paper uses regression discontinuity in California’s two largest school districts to ask: “Are ELs being reclassified at the right time?” In most cases the districts were reclassifying students appropriately, with no discontinuity for outcomes including test scores and graduation on time. Exceptions in which those meeting the reclassification criteria subsequently performed worse were resolved with Los Angeles’s newer reclassification policy.
Keywords: English learners; reclassification policies; academic outcomes; regression discontinuity; California
JEL Codes: I21; I24; J1; J15
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Reclassification decisions (Y40) | academic outcomes (I21) |
| Reclassification too soon (C24) | decline in test scores (I21) |
| Reclassification too late (Y40) | missed opportunities for advanced coursework (A21) |
| Duration of English language support (C41) | academic performance (D29) |
| Reclassification criteria (C38) | academic performance (D29) |