Investigating Whether and When English Learners Are Reclassified Into Mainstream Classrooms in the United States

Using eight waves of longitudinal data on a statewide kindergarten cohort of English learners (ELs), I examined ELs’ tenure in language-learning programs and their academic performance following reclassification as fluent English proficient. I employed discrete-time survival analysis to estimate the average time to and grade of reclassification with and without controlling for socioeconomic status and home language. The average EL exited 3 years after school entry or in second grade; however, the odds that a non-Spanish-speaking EL was reclassified were nearly twice that of their Spanish-speaking EL classmates after controlling for income. Despite reclassification in the early elementary grades, large percentages of the kindergarten cohort experienced later academic difficulties and 22% of the sample was retained in grade.