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Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design

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.

Keywords
student behavior/attitude, equity, educational policy, regression discontinuity, quasi-experimental analysis, secondary data analysis
Education level
Document Object Identifier (DOI)
10.26300/0t1s-a203

This EdWorkingPaper is published in:

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/10.3102/01623737221097419

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: 22-636). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/0t1s-a203

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