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Link to Resource: Analysis of Å·ÃÀ¿Ú±¬ÊÓƵ Multilingual Learner Redesignation Among the 2018 3rd Grade Cohort

Authors: Erik Whitfield, Benjamin R. Shear, Elena Diaz-Bilello

This study analyzes the redesignation patterns of a cohort of Multilingual Learner (ML) students in Å·ÃÀ¿Ú±¬ÊÓƵ from 3rd to 8th grade (from 2018 to 2023), focusing on how redesignation varies across demographic groups. Redesignation as fluent English proficient (FEP) is a two-step process in Å·ÃÀ¿Ú±¬ÊÓƵ: students must first earn a minimum score on the ACCESS exam and then produce a standardized body of evidence (BOE) demonstrating readiness to transition to mainstream English classrooms, with BOE criteria defined locally by districts and schools. By 8th grade, 69% of the 8,064 students in the cohort were redesignated as FEP, with the majority achieving this status by 7th grade. There was a significant drop in ACCESS test scores for 6th graders during the 2020-21 school year, reflecting both historical trends and pandemic-related disruptions. A large proportion of students achieving the minimum ACCESS score for redesignation each year were not redesignated, indicating the BOE requirement plays an important role in redesignation decisions. Students identified as Asian and students not eligible for Free or Reduced-Price Lunch (FRL) were more successful in meeting ACCESS criteria and achieving redesignation compared to Hispanic and FRL-eligible students. Overall female students were more likely to be redesignated as FEP by 8th grade. However, among students achieving the minimum ACCESS score necessary for redesignation each year, male students were consistently more likely than female students to be redesignated. Students with Individualized Education Programs (IEPs) had lower ACCESS scores and redesignation rates compared to those without IEPs. The findings underscore the need for ongoing monitoring of redesignation practices to address potential disparities and ensure equitable educational opportunities for ML students in Å·ÃÀ¿Ú±¬ÊÓƵ.