WWC review of this study

Evaluating English Learner Reclassification Policy Effects across Districts

Cimpian, Joseph R.; Thompson, Karen D.; Makowski, Martha B. (2017). Retrieved from: https://eric.ed.gov/?id=ED574179

  • Quasi-Experimental Design
    , grades

Reviewed: February 2018

Does not meet WWC standards

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

  • 100% English language learners


The study examines the effects of reclassification for English Learners in up to 41 districts within a state. The state is located in the Northwest or the Southeast United States (p. 257s, 268s).

Study sample

The study includes students in public school in the United States. The study sample is restricted to students who have been classified as EL at some point in grades 3-11. About half of the students are male, and over 75 percent are Hispanic. About 90 percent received free or reduced-price lunch (Table 1).

Intervention Group

The specific services that English Learners receive once they are reclassified as general status students vary by location and are not described in the study.

Comparison Group

The counterfactual is scoring below the threshold on the state's English Language Proficiency assessment and not being reclassified as a general status student. The specific services that students receive if they remain classified as English Learners vary by location and are not described in the study.

Support for implementation

No support for implementation is described.


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