A 13-year longitudinal study of students who enter kindergarten as English learners: early vs. late reclassified fluent English learners.

Research on Long Term English Learners (LTEL), especially their negative academic outcomes is extensive, but Early Reclassified Fluent English Proficient (E-RFEP) students and their potential benefits are largely underexplored. This study analyzed longitudinal data for 13 years (kindergarten through 12th grade) from 1,152 students classified as English Learner (ELs) when they entered kindergarten in three elementary school (K-8) districts, tracking their academic outcomes through middle and high school. Findings show: (1) significant variation in reclassification timing; (2) demographic and socioeconomic factors were significant predictors of E-RFEP, including parent education, ethnicity, and gender; (3) E-RFEP contributed to higher academic achievement compared to LTEL peers and a comparison group of English only (EO) students. This work contributed to balancing the heavy focus on the languishing of LTELs and highlighted the flourishing of E-RFEP. Findings provided evidence-based implications for educators and policy makers on the current assessment and instructional practices for reclassification, as well as needed support for LTEL students to prosper academically.