A report published by the Education Policy Analysis Archives and authored by James Grissom of the California Department of Education challenges the assumption that improvements in the reclassfication rate and academic achievement of English learners has taken place since the passage of Prop. 227. The report is based on statewide data from three different cohorts tracked across four years. Based on the data, Grissom concludes that Prop. 227 has had no effect on reclassfication rates or test scores. To read the full report, visit Grissom Reclassification Study
Not until significant numbers of CELDT tests were administered to new students for initial assessment did the problem of prematurely identifying IFEPs materialize. This document makes recommendations for modifying aspects of the CELDT to produce accurate language proficiency designation. Policy Paper to Improve CELDT Language Proficiency Designation
This article reviews the conditions of schools for California’s English learners and argues that there are seven aspects of schooling of ELs where students receive an education that is demonstrably inferior to that of English speakers.