Bulwark or Barrier? The Effect of Academic Criteria-Based Reclassification on the High School Outcomes of Multilingual Learners in Texas

English learner (EL) classification can provide multilingual students (MLs) with key supports while limiting access to important educational opportunities. To determine when students are ready to exit EL status, some states require students to meet academic criteria in addition to demonstrated English proficiency. However, few studies empirically examine these criteria, which may become increasingly restrictive in upper grades. We use administrative data from Texas and a regression discontinuity (RD) design to estimate the effect of using academic criteria to reclassify students at the end of eighth grade. Reclassified students earn more advanced credits, but graduate high school at lower rates, indicating a need for greater course access for EL-classified students and increased support for former ML-ELs.