{"id":1442,"date":"2023-11-29T03:02:49","date_gmt":"2023-11-29T03:02:49","guid":{"rendered":"https:\/\/education.ufl.edu\/eprc\/?p=1442"},"modified":"2024-07-10T14:27:58","modified_gmt":"2024-07-10T14:27:58","slug":"multilingual-learners-reclassification-and-science-learning-policy-brief","status":"publish","type":"post","link":"https:\/\/education.ufl.edu\/eprc\/2023\/11\/29\/multilingual-learners-reclassification-and-science-learning-policy-brief\/","title":{"rendered":"Multilingual Learners Reclassification and Science Learning Policy Brief"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.16″ global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||” theme_builder_area=”post_content”][et_pb_text _builder_version=”4.24.0″ hover_enabled=”0″ global_colors_info=”{}” theme_builder_area=”post_content” sticky_enabled=”0″]<\/p>\n

Findings from a Study of Multilingual Learner Reclassification and Science Achievement<\/p>\n

F. Chris Curran, PhD
<\/em>Lelydeyvis Boza
Amber W. Deig
Katharine T. Harris-Walls
Tiffany Tan
<\/em>UF Education Policy Research Center Policy Brief<\/em><\/p>\n

\"\"<\/p>\n

Multilingual learners (MLs) \u2013 students who are learning English alongside another language \u2013 are a growing population in the United States. Many of these students receive formal English learner (EL) services at school. This policy brief highlights findings from a recently published study that examined the relationship between reclassification out of EL services and subsequent science achievement for ML students. Analysis of nationally representative data shows that MLs who are reclassified out of ML services continue to perform on par to similarly situated students who were not reclassified, suggesting that reclassification is neither harming nor promoting their subsequent science achievement. This suggests that educators\u2019 decisions around the timing of reclassification may be appropriate for most students, though the study finds some evidence that there are differential relationships depending on MLs\u2019 prior educational settings and achievement levels. The brief concludes with recommendations for educators, policymakers, and researchers interested in promoting successful trajectories of science learning for MLs.<\/p>\n

\u00a0<\/span><\/p>\n

Download Policy Brief<\/a><\/p>\n

Read the Full Study<\/a><\/p>\n

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