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Abstract

Reclassification, the process by which English learner (EL) students exit EL classification, often determines access to mainstream academic coursework. While existing research finds that many students who demonstrate English proficiency do not reclassify, few studies evaluate policies that effectively reclassify eligible students. We examine the impact of shifting reclassification responsibility from school districts to the state in Michigan. Using a difference-in-regression discontinuities (DiRDs) design, we find that state-level responsibility increases reclassification rates by 35 percentage points for students just above the threshold of reclassification eligibility. Effects are larger for Spanish speakers, suggesting automatic procedures may reduce linguistic bias in the reclassification process. Our findings contribute to the literature on default policies in K–12 education and policies that promote equitable EL education.

Keywords

English learners policy implementation policy analysis quasi-experimental analysis regression discontinuity design

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Leveling the Playing Field: Default Policy and Its Effects on English Learner Reclassification Rates

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