Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs.
Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design
Keywords
student behavior/attitude, equity, educational policy, regression discontinuity, quasi-experimental analysis, secondary data analysis
Education level
Topics
Document Object Identifier (DOI)
10.26300/0t1s-a203
EdWorkingPaper suggested citation:
Lee, Monica, and James Soland. (). Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design. (EdWorkingPaper: -636). Retrieved from
Annenberg Institute at Brown University: https://doi.org/10.26300/0t1s-a203Published Edworkingpaper:
Lee, M.G., & Soland, J.G. (2022). Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737221097419Related Resources from the EdExchange
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