The new Every Student Succeed Act is going to bring changes to our schools, and to our English Language Learner policies (see The Best Resources For Learning How The Every Student Succeeds Act Affects English Language Learners).
One of those changes relates to “reclassification” – when are ELLs no longer considered ELLs?
I have a lot of concerns about how ESSA might put pressure on quick reclassification and schools gaming the system, though I know not everyone shares them.
I thought it would be useful to bring together a few resources on this specific topic and invite readers to contribute their thoughts:
The Effects of Changing Test-Based Policies for Reclassifying English Learners is an important research paper on the dangers of reclassifying ELLs (in other words, not providing extra support any longer to them).
Coincidentally, The Council of Chief State School Officers (the organization behind the creation of the Common Core Standards) has released recommendations on how states and school districts should reclassify English-language learners. You can read all about it at Ed Week.
Reclassifying English Language Learners: What’s the effect on Wisconsin high schoolers? is from The Brookings Institution.
This report is getting a fair amount of attention, but I’m unclear why people seem so surprised by its conclusion: Language literacy in kindergarten important for success in learning English . Read more about it at Ed Week, Pre-K Literacy Key to English-Language Learner Reclassification, Study Finds.
Districts’ stringent criteria can delay reclassifying English learners is from Ed Source.
A Strategy for Predicting How Long It Takes for ELL Students to Reclassify is from Education Northwest.