Evaluating Criteria for English Learner Reclassification: A Causal-Effects Approach Using a Binding-Score Regression Discontinuity Design With Instrumental Variables

  • Robinson J
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Abstract

The author highlights assessment -based guidelines for reclassification of ELLs as fluent English proficient and identifies a method for rigorously evaluating whether the threshold for transitioning between settings is appropriate. This method -- binding score regression discontinuity with an instrumental variable -- was then implemented to obtain unbiased effects of reclassification on academic outcomes for students near the point of meetin reclassification criteria to provide credible policy recommendations for maintaining or shifting assessment based reclassification thresholds.

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Authors

  • J. P. Robinson

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