Rethinking English Learner Reclassification in California - What Research Says About the State’s Criteria - March 2026

Oct 15, 2026

Uploaded by Bintang

Rethinking English Learner reclassification in California synthesizes findings on how the state’s four exit criteria affect whether students can leave English Learner status. Research based on data from more than 3 million students evaluates Criterion 1 and its relationship to Criterion 4, showing that the ELPAC overall Performance Level 4 is a robust “sweet spot.” The brief argues Criterion 4 can be an unnecessary or unfair barrier and outlines recommendations to refine criteria, engage stakeholders, and improve opportunities and post-exit monitoring.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Key Findings

ELPAC Performance Level 4 as the “sweet spot”

Criterion 4 as a barrier to reclassification

Academic performance for students at PL 4

Findings on students who meet Criterion 1

Major Recommendations

Rethinking English Learner Reclassification in California What Research Says About the State’s Criteria March 2026 Molly Faulkner-Bond Based on: Faulkner-Bond, M. (2026) . Finding the sweet spot for English Learner reclassification: A study of California’s criteria. WestEd. A study focused on California’s policy for exiting students from English Learner (EL) status found that the state’s main standard for exiting is appropriate and has remained consistent over time. Use of additional test scores, however, may be unnecessary or even unfair. California is the only state in the nation requiring four distinct criteria for exiting EL status: an objective English proficiency assessment (Criterion 1), teacher evaluation (Criterion 2), parent consultation (Criterion 3), and comparison of basic skills against non-EL peers (Criterion 4) . A 2024 study by WestEd and the California Department of Education (CDE) evaluated the state’s current standards for Criterion 1 and generated findings that also have implications for Criterion 4. The study included comparing students’ overall performance level on the test used for Criterion 1 (the English Language Proficiency Assessments for California , or ELPAC) against their performance on the state’s English language arts achievement test (the Smarter Balanced Assessment, or SBAC) in grades 3 through 8 and 11, drawing on data from more than 3 million students. Key Findings • ELPAC overall Performance Level (PL) 4 is the “sweet spot”: Across multiple statistical methods and all grade levels, scoring at PL 4 on the ELPAC remains the most robust indicator that language is no longer the primary driver of academic achievement differences. • Criterion 4 is often a barrier to reclassification: Educators and field leaders identified the basic skills requirement (Criterion 4) as a significant obstacle. Research indicates that many English-only students would fail to meet the locally determined cutoff scores often applied to EL students for this criterion. • EL students at PL 4 perform comparably to peers: When matched by socioeconomic status, parental education level, and disability status, EL students who score at ELPAC overall PL 4 perform as well as, or better than, English-only peers on the state’s English language arts achievement test. • Students who meet Criterion 1 appear to achieve at the same level regardless of whether they remain in EL status or exit: This suggests that retaining students in EL status after they reach English proficiency provides no clear academic benefit , a finding consistent with other research that has shown that EL status may constrain access to grade-level instruction and rigorous core content. Major Recommendations 1. Maintain ELPAC overall PL 4 as the statewide standard for Criterion 1 because it is a rigorous and validated threshold. 2. Consider removing Criterion 4 as a reclassification requirement. Most other states do not use a similar measure, and it appears to be redundant or unfair. 3. Engage the field regarding Criteria 2 and 3 to ensure they do not become unnecessary barriers if Criterion 4 is removed. 4. Consider using additional criteria only for specific circumstances , such as for students at ELPAC PL 3 who are already demonstrating strong academic achievement. 5. Help schools reduce opportunity differences between EL students and other students by improving instructional quality and access for EL students before they exit EL status. 6. Integrate post-reclassification monitoring more meaningfully, ensuring that students who exit EL status continue to receive integrated support that helps them thrive in the general curriculum. 7. Continue monitoring EL student achievement, specifically focusing on ensuring that students at ELPAC overall PL 4 have equitable access to advanced coursework. The evidence suggests that California’s current system may be retaining students in EL services longer than necessary. Remo

FAQs

What is the main “sweet spot” identified for English Learner reclassification?

The brief identifies ELPAC overall Performance Level (PL) 4 as the most robust indicator that language is no longer the primary driver of academic achievement differences.

Why is Criterion 4 considered a barrier to reclassification?

Educators and leaders highlight the basic skills requirement as a significant obstacle, and research suggests many English-only students would not meet locally applied cutoff scores for this criterion.

What changes does the brief recommend for California’s reclassification criteria?

It recommends maintaining ELPAC overall PL 4 for Criterion 1, considering removal of Criterion 4, engaging the field about Criteria 2 and 3, and using additional criteria only in specific circumstances.

Oct 15, 2026

Uploaded by Bintang