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Jim Peterson, the amazing principal at my former school, Luther Burbank High School in Sacramento, sent me this email in response to my earlier post, I’ve Always Thought “Reclassification” Of ELLs Was The Wrong Priority & New Research Supports That Position.

He’s given me permission to reprint it here:

Totally agree that the reclassification push can be damaging, particularly with the current use of the ELPAC [Editor’s Note: ELPAC stands for the English Language Proficiency Assessments For California, the state English test ELLs must pass]. That said, I would almost welcome the problem of students being reclassified too early. As you’re well aware, what we see instead is a high percentage of LTELs [Long-Term English Learners] who seem permanently stuck in EL classification not because of their true language ability, but because of the ELPAC.

Many of these students have been beaten over the head with the test for years (negatively affecting their motivation for each subsequent time we test them), and it’s simply not a strong tool for measuring their actual proficiency. The result is that many are permanently stuck in EL status well beyond when they should. A more accurate term might be LTEVs, long-term ELPAC victims.  I often wonder if we gave this test to all students, in the same way, over the course of their academic careers, how much different the overall results would be.

I am hopeful that in your retirement, you will be able to use your voice and influence to push for change in this area.

Thanks, Jim!