I have been a longtime critic of education policy that prioritizes reclassification of English Language Learners, and recent research has supported my position (see I’ve Always Thought “Reclassification” Of ELLs Was The Wrong Priority & New Research Supports That Position).

Now, even more research supports my position.

Identifying Indicators to Support Educational Attainment for Different Groups of English Learners in High School is a new study of ELLs in Chicago that, as the quote in the above textbox says, finds that being reclassified had zero, zip, nada effect on whether students graduated or not.

GPA and attendance did, however, and it was particularly important to provide support to them in ninth-grade.

Maybe stop wasting money on those state English tests and use it, instead, on services and support that might actually help students?

I’m adding this info to The Best Resources For Learning About The Ins & Outs Of Reclassifying ELLs.