Eighth grade EL reclassification shows positive but imprecise estimates for on-track-to-graduate status in 10th and 11th grades¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Regression discontinuity estimates of reclassification effects on on-track status in 10th and 11th grades were positive but imprecise. → Angela Johnson 2020

Evidence¶

Angela Johnson 2020¶

Angela Johnson. (2020). The impact of English Learner reclassification on high school reading and academic progress. Educational Evaluation and Policy Analysis 42 (1), 46-65. https://www.nwea.org/research/publication/the-impact-of-english-learner-reclassification-on-high-school-reading-and-academic-progress/

q3 · i? · causal · r2

Regression discontinuity estimates from the large California district administrative data for on-track-to-graduate status. The author reports the estimates as "positive but imprecise," indicating wide confidence intervals; no effect size or test statistic is printed in the available text.

"Estimates for on-track status in 10th and 11th grades were positive but imprecise."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Eighth grade EL reclassification has statistically insignificant effects on 9th–11th grade ELA test scores, with effects bounded between −0.17 and 0.09 SDs — related
• Effects of summer credit recovery on 4- and 5-year graduation rates for newcomer ELs were imprecisely estimated — related
• Timing of English learner reclassification influences later outcomes such as high school graduation — related
• Bronxdale students outperformed comparison-group, borough, and city high schools on graduation rates and on-track credit indicators in 2017–18 — related
• Eighth grade EL reclassification shows a fairly large negative effect on SAT reading, with a confidence interval of −0.27 to 0.05 SDs — related
• Students who meet Criterion 1 achieve at the same level whether they remain in EL status or exit, suggesting retention in EL status after proficiency provides no clear academic benefit — related