Strengthening Policies and Practices for the Initial Classification of English Learners: Insights From a National Working Session

Misclassifying students as English language learners (ELLs) who are in fact English fluent, or vice versa, could lead to long-term negative academic outcomes.

This report examines issues in current state policies and practices associated with initially classifying ELLs. It then provides guidelines for initial ELL classification; strategies to address ELL misclassification; and approaches to support comparability of initial ELL classification criteria and procedures both within and across states and consortia.

The report, cowritten by Robert Linquanti, is the third in a series of guidance papers intended to support states in large-scale assessment consortia that are expected to move toward more common policies and processes for defining English language learners as part of their assessment grant requirements.

Additional Papers In This Series

• Reprising the Home Language Survey: Summary of a National Working Session on Policies, Practices, and Tools for Identifying Potential English Learners
• Toward a “Common Definition of English Learner”: Guidance for States and State Assessment Consortia in Defining and Addressing Policy and Technical Issues and Options