The Redesignation Dilemma: Challenges and Choices in Fostering Meaningful Accountability for English Learners

By Robert Linquanti

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This policy report focuses on the tensions and dilemmas surrounding one of the most common milestones used for defining and measuring English Learners’ progress: their redesignation or reclassification from limited to fluent English proficient.

The report recommends a number of strategies to improve the current situation.

Its ultimate aim is to stimulate reflection and discussion about options for building a more coherent system to better ensure academic success for English learners and accountability for the programs that serve them.