It's a question on the mind of many educators. Most researchers agree that proficiency is linked to academic success in other content areas.
Recently in Reclassification Rates Category
August 07, 2015
November 12, 2014
In an analysis of ELLs in Los Angeles Unified, researchers found that before California toughened scoring on its English-language proficiency test, some high school English-learners may have exited services before they had reached true proficiency in the language.
September 26, 2014
A new analysis of ELL performance in some California districts by the Education Trust-West reveals a small number of districts breaking patterns of low achievement for students still learning English.
May 13, 2014
Consistent and less stringent criteria for reclassifying English-learners could lead to better long-term outcomes for the 1.4 million ELLs in California, argues a new report.
March 26, 2014
California educators are grappling with how they will make decisions about exiting English-learners from services as the state transitions to new content tests and new English-language proficiency assessments.
January 17, 2012
A former Los Angeles teacher lays out a series of policies and practices that she believes contribute to the achievement gap between English learners and other students.
December 15, 2011
Research builds on earlier studies that show large gaps between ELLs and non-ELLs
June 10, 2010
The Los Angeles Unified School District didn't improve its rate for reclassifying English-language learners as fluent in the language this last school year over the previous two school years.