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This study uses student-level longitudinal data from 2006 to 2019 to examine outcomes for successive cohorts classified as English learners in kindergarten as they progress through California’s changing public school system. Findings show increasing linguistic diversity, improved third-grade achievement in math and English language arts with narrowed gaps, slightly higher English proficiency acquisition by grade 5, and large early increases in reclassification rates that level off later.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-longitudinal-portrait-of-californias-kindergarten-english-learners-and-their-learning-outcomes/590291/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-longitudinal-portrait-of-californias-kindergarten-english-learners-and-their-learning-outcomes/590291.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dataset and timeframe does the study use?","Question",{"text":112,"@type":113},"The study analyzes student-level longitudinal data from 2006 to 2019 using cohorts of California students classified as English learners in kindergarten.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major learning outcome changes are reported across cohorts?",{"text":117,"@type":113},"Third-grade achievement improved in math and English language arts, achievement gaps narrowed in both subjects, and rates of English proficiency acquisition increased slightly by the end of grade 5.",{"name":119,"@type":110,"acceptedAnswer":120},"How did reclassification rates change over time?",{"text":121,"@type":113},"Reclassification increased dramatically for the first two cohorts, then remained constant for the next five years; in the most recent cohort, 53% of students entered kindergarten as English learners were reclassified by the end of grade 5.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590291,1792162404,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–19 DOI: 10. 1177/23328584251318304  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nA Longitudinal Portrait of California’s Kindergarten English Learners  \n& Their Learning Outcomes  \nSarah Novicoff  \nSean F. Reardon  \nStanford University  \nRucker Johnson  \nUniversity of California, Berkeley  \nCalifornia’s K–12 funding and instructional policies for English learners have changed significantly over the past two decades. This paper uses student-level longitudinal data from 2006 to 2019 to examine the learning outcomes of successive cohorts of students who were classified as English learners in kindergarten as they progressed through California’s changing public school system. First, we find ELs grew more diverse linguistically over time. Second, we find that their third-grade achievement improved in math and English language arts and achievement gaps narrowed in both subjects. Third, we find that more recent cohorts reported slightly higher rates of English proficiency acquisition by the end of grade 5. Finally, we find that the proportion who were reclassified by grade 5 increased dramatically for the first two cohorts of our study but then remained constant for the next five years. In the most recent cohort we can observe, only 53% of students who entered kindergarten as ELs were reclassified by the end of grade 5.  \nKeywords: achievement gap, bilingual/bicultural, descriptive analysis, educational policy, english learners, equity  \nIntroduction  \nMore than one in eight students in the United States is educated in California’s public school system (NCES Enrollment, 2023). Forty percent of California students speak a language other than English at home, the vast majority of whom are classified as English learners (ELs) upon school entry and receive EL services, such as targeted English language development instruction (California Department of Education, 2024) . Much work has shown the large and persistent achievement gap between English learners and their peers (e.g., Fry, 2007; Garcia, 2015; Rumberger & Gándara, 2004). But, rigorously quantifying this gap and other learning outcomes for EL students is challenging as students regularly exit the EL subgroup through reclassification while other students enter the EL subgroup continuously whenever they first register for California schools. This paper uses a longitudinal analysis of stable cohorts to document achievement and proficiency for English learners.  \nIn addition, this paper provides a first step in understanding the impact of the following series of policy changes that took place in California in the last two decades: California mandated that all teachers acquire training and specific  \nauthorization to teach ELs (beginning in 2004 with the Williams v. California settlement), required instructional materials specific to ELs statewide (in 2004 in that same settlement), instituted the Common Core math and English language arts standards (in 2010 when adopted by the State Board of Education) and a new English language development framework (in 2012 when adopted by the State Board of Education), overhauled its school funding system to fund ELs at a higher rate (in 2013 with the Local Control Funding Formula), and reinstituted bilingual programming (in 2016 when voters passed Proposition 58) . These major policy shifts had the potential to change student learning outcome patterns for ELs.  \nUsing population student-level longitudinal data obtained from the California Department of Education, we provide a descriptive analysis of trends in key outcomes across successive cohorts of California ELs. This work is descriptive, not meant to identify the specific impacts of any of those individual policies but rather to understand generally how","cbCais1T00aowVz5","https://ap.wps.com/l/cbCais1T00aowVz5","pdf",1507283,"English","# Introduction\n## Policy changes and research approach\n## Data, cohorts, and outcome tracking\n# Key findings\n## Linguistic diversity trends\n## Academic achievement and gap changes\n## English proficiency acquisition\n## Reclassification patterns","[{\"question\":\"What dataset and timeframe does the study use?\",\"answer\":\"The study analyzes student-level longitudinal data from 2006 to 2019 using cohorts of California students classified as English learners in kindergarten.\"},{\"question\":\"What major learning outcome changes are reported across cohorts?\",\"answer\":\"Third-grade achievement improved in math and English language arts, achievement gaps narrowed in both subjects, and rates of English proficiency acquisition increased slightly by the end of grade 5.\"},{\"question\":\"How did reclassification rates change over time?\",\"answer\":\"Reclassification increased dramatically for the first two cohorts, then remained constant for the next five years; in the most recent cohort, 53% of students entered kindergarten as English learners were reclassified by the end of grade 5.\"}]","A Longitudinal Portrait of California’s Kindergarten English Learners - And Their Learning Outcomes | PDF",1792069262,48]