Developmental Asset Profile (DAP)
Category: Student Well-Being and Mental Health
Reclassification, the process by which English learner (EL) students exit EL classification, often determines ELs’ access to mainstream academic coursework. While existing research finds that many students who demonstrate English proficiency do not reclassify, few studies evaluate policies that effectively reclassify eligible students. This study examines the impact of shifting reclassification responsibility from school districts to the state in Michigan. Using a difference-in-regression discontinuities design, we find that state-level responsibility increases reclassification rates by 35 percentage points compared to district-level responsibility. The effects are larger for Spanish speakers, indicating that state procedures may reduce linguistic bias. Our findings contribute to the literature on default policies in K-12 education and provide evidence on policies that promote equity in EL education.
Keywords
Education policy, linguistic minority students, English learners, regression discontinuity design
Education level
Document Object Identifier (DOI)
10.26300/z4s2-c474
