Middle School Language Classification Effects on High School Achievement and Behavioral Outcomes

Reyes, Marcela; Hwang, NaYoung

doi:10.1177/0895904818823747

Cited by 7 publications

(16 citation statements)

References 31 publications

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“…Some of my coefficients were imprecisely estimated, but the magnitude of estimates and standard errors were on par with results from previous RD reclassification studies (e.g., Carlson & Knowles, 2016; Reyes & Hwang, 2019; Robinson-Cimpian & Thompson, 2016). For instance, Robinson-Cimpian and Thompson (2016) estimated the post-2007 intent-to-treat effect of reclassification in third to eighth grades on year-after ELA test scores to be 0.025 SD s, with a standard error of 0.054.…”

Section: Discussionsupporting

confidence: 64%

“…This study is similar to Reyes and Hwang (2019) in a few ways. Both use an RD research design; both samples include a large number of Hispanic and Asian students in California; and the outcomes of interest are proxies for high school performance and include 9th grade ELA state test scores.…”

Section: The Effects Of El Statussupporting

confidence: 55%

“…To my best knowledge, only one paper has focused on the effects of reclassification at the moment of middle-to-high-school transition (Reyes & Hwang, 2019). Using data from a district in Southern California with eight middle schools, Reyes and Hwang (2019) examined the effects of reclassification in seventh or eighth grade on ninth grade ELA standardized test scores, high school exit exam scores, math course placement, attendance, and suspensions. They found that although reclassification is associated with better academic and behavioral outcomes in high school, most causal estimates were small and nonsignificant.…”

Section: The Effects Of El Statusmentioning

confidence: 99%

“…This study builds on a developing literature on EL reclassification (e.g., Carlson & Knowles, 2016; Cimpian, Thompson, & Makowski, 2017; Reyes & Hwang, 2019; Robinson-Cimpian & Thompson, 2016) by identifying the effects of eighth grade reclassification on key high school outcomes. Eighth grade is a critical juncture at which students are sorted into various high school tracks and trajectories.…”

mentioning

confidence: 99%

“…EL status in high school has been shown to be a strong predictor of track and, as a result, access to college opportunities (Callahan, 2005; Callahan & Shifrer, 2016). Yet, to my knowledge, only one study thus far has focused on the impact of EL reclassification at the moment of middle-to-high-school transition, and it does not address credit completion toward graduation (Reyes & Hwang, 2019).…”

mentioning

confidence: 99%

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The Impact of English Learner Reclassification on High School Reading and Academic Progress

Johnson¹

2019

Educational Evaluation and Policy Analysis

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This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status. I apply a regression discontinuity design to rich administrative data from a large district in California. The estimated effects of eighth grade reclassification on 9th, 10th, and 11th grade ELA test scores were statistically insignificant, and I can rule out negative effects less than −0.17 SDs and positive effects larger than 0.09 SDs. The negative effect on SAT reading was fairly large, with a confidence interval of −0.27 SDs to 0.05 SDs. Estimates for on-track status in 10th and 11th grades were positive but imprecise.

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Section: Discussionsupporting

confidence: 64%

Section: The Effects Of El Statussupporting

confidence: 55%

Section: The Effects Of El Statusmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Impact of English Learner Reclassification on High School Reading and Academic Progress

Johnson¹

2019

Educational Evaluation and Policy Analysis

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The effects of a newcomer program on the academic achievement of English Learners

Morales,

Mogollon

2024

J Policy Anal Manage

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School districts serving newcomer English Learners (ELs) generally offer short‐term intensive English programs designed to teach foundational language skills and guide students’ integration into the U.S. school system. Despite the growing popularity of newcomer programs, however, there is limited rigorous evidence of their efficacy. In this paper, we present evidence on the causal effect of an intensive English program on the academic achievement of newcomer EL students. Access to the program is determined by a test score cutoff which we leverage to employ a regression discontinuity design. On average, students who are eligible for the program in elementary grades experience a boost in their academic achievement for up to 3 years following initial eligibility. Conversely, newcomer EL students who are marginally eligible for intensive English language instruction in middle school grades see a decline in achievement that tends to exacerbate over time.

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Reclassification and Multilingual Learners' Science Achievement

Pacheco,

Curran,

Boza

et al. 2023

TESOL Quarterly

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This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period using the nationally‐representative Early Childhood Longitudinal Study of 2010–11 (ECLS‐K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual‐language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.

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Middle School Language Classification Effects on High School Achievement and Behavioral Outcomes

Cited by 7 publications

References 31 publications

The Impact of English Learner Reclassification on High School Reading and Academic Progress

The Impact of English Learner Reclassification on High School Reading and Academic Progress

The effects of a newcomer program on the academic achievement of English Learners

Reclassification and Multilingual Learners' Science Achievement

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