An Event History Analysis Examining the Rate of Reclassification for English Language Learners

Abstract

English language learners are one of the most rapidly growing demographic groups of students in the United States. A key goal for this group of students is to transition out of English language learner status by demonstrating English proficiency. Previous research has demonstrated that the timing of when a child is reclassified as English proficient may influence students’ educational outcomes, yet little is known about what facilitates or hinders the reclassification process.

Using a rich longitudinal student-level statewide dataset from Texas, this dissertation employs event history analysis to investigate factors that influence English language learners’ probability of reclassification. Specifically, this dissertation examines the role that English proficiency and achievement assessments play in the reclassification process and explores the degree to which students’ social demographic characteristics, educational profile, schooling environment and local policy context influence reclassification decisions. In doing so, this dissertation makes a timely and unique contribution to the research literature on improving educational access and equity for English language learners by disentangling how state assessments, student characteristics and local context drive the rate of the reclassification process, which may in turn determine how quickly English language learners are granted access to valuable educational resources such as more advanced academic tracks, higher quality teachers and meaningful social networks with peers who are proficient in English.