English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study

This study investigates the influences and constraints on data use pertaining to initial classification, reclassification, and educational programming for English Learners (ELs). A growing number of language minority students face extended time in EL programs past the typical 4-7 years of language acquisition; however, multivariate data use in reclassification decisions has rarely been investigated as a factor. Using mixed methods, this study describes the variation of reclassification outcomes by different combinations of data (composite and aggregate decision rules) and describes the use of data by decision makers in EL programs. Descriptive analyses were conducted to examine variation in reclassification eligibility according to six composite and two aggregate decision rules applied to performance data of EL students in grades 2-11 (n=667), including high-performing EL students (n=107), EL students with disabilities (n=78), and high-performing EL students with disabilities (n=8). Findings illustrate the wide variation in reclassification eligibility for all groups, and the broad range of abilities in students not reclassified. Interviews with district decision makers (n=16) and analyses of district documents illuminated variety in data use. Interviews also illustrated influences and constraints on noticing, interpretation, and constructing implications of data, especially for EL students at the intermediate level. Taken together, findings suggest that certain district-chosen rules can dramatically reduce reclassification eligibility, and yet the long-term EL phenomenon is more often considered to be an outcome of student characteristics (e.g., motivation, special needs) rather than a result of stringent decision rules. Findings stand to inform assessment validation, policy, and multivariate data use practices.