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The study reviews agreements that adjust reclassification processes for 8th and 9th graders, including assessment prioritization, expanded assessment opportunities, and timing of teacher evaluations and parent consultations. Using Panorama Student Survey and high school transcript data across nine districts, analyses assess belonging, engagement, social awareness, emotion regulation, and course-grade indicators aligned with UC/CSU readiness.",{"@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/early-high-school-outcomes-for-reclassified-english-learners/585209/",{"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/early-high-school-outcomes-for-reclassified-english-learners/585209.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the report address about English learners’ outcomes?","Question",{"text":112,"@type":113},"It addresses differences in academic achievement between students identified as English learners and peers whose first language is English, including lower standardized performance, persistence, graduation, and postsecondary enrollment, alongside earlier-grade segregation and fewer rigorous course options.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What collaborative agreements guide the revised reclassification process?",{"text":117,"@type":113},"The agreements include prioritizing ELPAC performance level 4, providing multiple assessment opportunities using these assessments as confirmatory evidence, and ensuring teacher evaluations and parent consultations occur before spring assessment scores are available.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report measure outcomes after students are reclassified?",{"text":121,"@type":113},"It evaluates both social-emotional learning via the Panorama Student Survey (e.g., belonging, social awareness, engagement, emotional regulation) and academic outcomes using high school transcript data, including course grades and indicators tied to UC/CSU eligibility.","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},585209,1792161523,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","February 2026  \nStanford-Sequoia K–12 Collaborative  \nEarly High School Outcomes for Reclassified English Learners  \nTatiana Zamora Sebastian Castrechini  \nIntroduction  \nMotivation  \nIn recent years, research has found stark differences in academic outcomes for students identified as English learners ( EL) when compared with peers whose first language is English. A host of studies show EL student achievement lags behind that of their native English speaking students on standardized assessments of English language arts and math, lower high school persistence and graduation, and lower postsecondary enrollment ( Buenrostro & Maxwell-Jolly, 2021; Deussen et al., 2017; Johnson, 2020; Suhr et al., 2021) . In addition to measures of achievement, research suggests that students labeled as ELs are often segregated from native English speaking peers in early grades and complete less rigorous courses in high school, conditions that limit their access to educational resources and opportunities (Thompson, 2017; Umansky, 2016, 2018) .  \nThe Gardner Center has been partnering with school districts in the Stanford-Sequoia K–12 Research Collaborative since 2017 to conduct research and use data to inform improvements to the processes for supporting and reclassifying students identified as EL. Our research with the collaborative has uncovered similar patterns of lower academic achievement for students who do not reclassify as fluent in English before high school. Based on this research, the nine collaborative districts made three  \nEARLY HIGH SCHOOL OUTCOMES FOR RECLASSIFIED ENGLISH LEARNERS 2  \nmutual agreements to collectively work toward improving reclassification for students classified as“English Learners”( ELs) in 8th and 9th grade by:  \n● prioritizing the reclassification of students who have obtained a performance level of 4 on the Summative English Language Proficiency Assessment for California ( ELPAC);  \n● offering multiple assessment opportunities to meet the basic skills reclassification criterion and approach the use of these assessments as confirmatory evidence for reclassification; and  \n● ensuring that teacher evaluations and parent consultations occur before the Summative ELPAC and basic skills assessments scores are available in the spring.  \nBy the spring of 2023, all collaborative districts had put these agreements into practice by making changes to their basic skills criteria, with a particular focus on removing barriers to reclassification for students before they matriculate to high school. In the 2023–24 academic year, we conducted qualitative interviews to understand the implementation of these agreements.  \nWe observed a variety of changes to the basic skills criteria, including an increase in the number of assessments used; a broader timeframe for assessments that could satisfy the basic skills criteria; as well as shifts in cut scores/thresholds needed to reclassify. Some districts discontinued using specific assessments and adopted new ones, which necessitated establishing new cut scores for reclassification purposes. A handful of districts incorporated English language arts course grades into the basic skills criterion and elsewhere in the reclassification process.  \nFor the 2024–25 school year, we set out—along with the collaborative districts—to examine the progress for students reclassified under these new criteria. As the districts focused on reclassifying students before they finished middle school, we examined their outcomes in high school as an important early milestone to understand if the changes to reclassification policy are having their intended outcomes. Therefore, our research for this year was guided by one main research question:  \nWhat are academic and social outcomes for 8th grade students who reclassified in 2022–23 under the revised reclassification criteria?  \nWe examine both academic and social emotional outcomes for students, as a large body of research has shown a connection between the two (","cbCaic5U6XyI2Unl","https://ap.wps.com/l/cbCaic5U6XyI2Unl","pdf",486789,11,"English","# Introduction\n## Motivation\n## Research Methods\n## Sample and Data","[{\"question\":\"What problem does the report address about English learners’ outcomes?\",\"answer\":\"It addresses differences in academic achievement between students identified as English learners and peers whose first language is English, including lower standardized performance, persistence, graduation, and postsecondary enrollment, alongside earlier-grade segregation and fewer rigorous course options.\"},{\"question\":\"What collaborative agreements guide the revised reclassification process?\",\"answer\":\"The agreements include prioritizing ELPAC performance level 4, providing multiple assessment opportunities using these assessments as confirmatory evidence, and ensuring teacher evaluations and parent consultations occur before spring assessment scores are available.\"},{\"question\":\"How does the report measure outcomes after students are reclassified?\",\"answer\":\"It evaluates both social-emotional learning via the Panorama Student Survey (e.g., belonging, social awareness, engagement, emotional regulation) and academic outcomes using high school transcript data, including course grades and indicators tied to UC/CSU eligibility.\"}]","Early High School Outcomes for Reclassified English Learners | PDF",1792054062,28]