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Pathways to Fluency: Examining the Link Between Language Reclassification Policies and Student Success
Laura E. Hill, Julian R. Betts, Belen Chavez, Andrew C. Zau, and Karen Volz Bachofer

May 2014

As California overhauls K–12 standards, testing, and funding, questions about how and when English Learner students should be reclassified as English proficient take on new urgency. This report looks at the links between reclassification policies and academic success in the state’s two largest school districts.

This research was supported with funding from the Donald Bren Foundation and the Evelyn and Walter Haas, Jr. Fund.