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Using a regression discontinuity design on rich administrative data from a large California district, the study estimates the first causal effects of initial EL classification on graduation and college enrollment. It also evaluates whether maintaining EL status, by not reclassifying, after testing from third through eighth grades changes outcomes, and finds effects concentrated around reclassification before school transitions.",{"@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/the-effects-of-english-learner-classification-on-high-school-graduation-and-college-attendance/590823/",{"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/the-effects-of-english-learner-classification-on-high-school-graduation-and-college-attendance/590823.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about English learner classification?","Question",{"text":112,"@type":113},"It investigates the causal impact of initial EL classification on high school graduation and college attendance, and the causal impact of maintaining EL status rather than reclassifying after each grade between third and eighth grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does initial EL classification matter for student outcomes?",{"text":117,"@type":113},"The paper explains that initial classification determines eligibility for language services, while reclassification later removes that support, which can affect graduation timing and college access.",{"name":119,"@type":110,"acceptedAnswer":120},"What method does the study use to estimate causal effects?",{"text":121,"@type":113},"The study applies a regression discontinuity (RD) design to rich administrative data from a large urban school district in California.","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},590823,1792190625,{"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":44,"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},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","AERA Open  \nApril-June 2019, Vol. 5, No. 2, pp. 1–23 DOI: 10. 1177/2332858419850801  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nThe Effects of English Learner Classification on High School Graduation and College Attendance  \nAngela Johnson  \nStanford University  \nDescriptive evidence shows that English learners (ELs) have lower high school graduation and 4-year-college attendance rates than monolingual and fluent English users. Applying the regression discontinuity design to rich administrative data from a large district in California, this study identifies the first causal effects of initial EL classification on high school graduation and college enrollment. I also report the effects of maintaining EL status, or not reclassifying, after testing in each grade between third and eighth grades. Ifind no statistically significant impact of initial EL classification on high school graduation or college enrollment. Reclassification just before school transition (fifth and eighth grades) significantly affected theprobabilities of on-time graduation and, conditional on college attendance, starting at a 4-year university and starting full-time.  \nKeywords: English learners, high school graduation, college attendance  \nMore than 4.8 million English learners (ELs) are enrolled in U.S. public elementary and secondary schools (ED Data Express, 2018). Only 67% ofELs graduate from high school on time, and fewer than 20% attend 4-year colleges after graduation (ED Data Express, 2018; Kanno & Cromley, 2013) . Factors contributing to their underachievement warrant scholarly attention.  \nFederal and state laws require school districts to provide equitable education opportunities to all students, which includes identifying ELs and offering them language support (Castañeda v. Pickard, 1981; Lau v. Nichols, 1974) . Determining need and eligibility for language services begins when students enter the public school system. Students from homes where English isnot the primary language are required to take English proficiency tests (Abedi, 2008; Linquanti & Cook, 2015) . Students who score above the proficiency threshold on the initial assessments are classified as initially fluent English proficient (IFEP) . IFEP students, or IFEPs, do not receive language support and are placed in classrooms in which the language of instruction is only English. Students who score below the proficiency threshold are classified as EL and become eligible for language services, such as English language development (ELD) classes and sheltered academic content instruction. Once classified as EL, students retake the English proficiency test annually until they meet the criteria tobe reclassified fluent English proficient (RFEP) . No longer eligible for language support, RFEP students, or RFEPs, are placed alongside native users of English in English-only classrooms. In other words, initial EL classification gives students eligibility for language services; reclassification takes it away.  \nLanguage services are intended to help ELs gain English language proficiency and develop competencies in academic subjects in a supportive environment. Naturally, we might expect that students who need language support would tend to perform better with the services than without them. Likewise, we might be concerned that RFEPs could perform worse if they are reclassified prematurely and language support is removed too soon (Robinson, 2011; Robinson-Cimpian & Thompson, 2016) . However, extant research shows that EL classification and the accompanying services can have unintended consequences. ELD courses often take up two or more class periods per day, crowding out math, science, and other content courses (Lillie, Markos, Arias, & Wiley, 2012) . EL status prevents students from entering high-track classes","cbCaiphCFLfT54fH","https://ap.wps.com/l/cbCaiphCFLfT54fH","pdf",1447084,23,"English","# Study Overview\n## Research Questions\n## Background and Policy Context\n## Classification Mechanism and Language Services\n## Prior Research and Motivation\n## Method: Regression Discontinuity Design","[{\"question\":\"What does the paper investigate about English learner classification?\",\"answer\":\"It investigates the causal impact of initial EL classification on high school graduation and college attendance, and the causal impact of maintaining EL status rather than reclassifying after each grade between third and eighth grades.\"},{\"question\":\"Why does initial EL classification matter for student outcomes?\",\"answer\":\"The paper explains that initial classification determines eligibility for language services, while reclassification later removes that support, which can affect graduation timing and college access.\"},{\"question\":\"What method does the study use to estimate causal effects?\",\"answer\":\"The study applies a regression discontinuity (RD) design to rich administrative data from a large urban school district in California.\"}]","The Effects of English Learner Classification on High School Graduation and College Attendance | PDF",1792070498,58]