Research Prompts Policymakers to Change EL Reclassification Laws

A California Education Partners Research Practice Partnerships (RPP) influenced a new state law aimed at improving outcomes for English learners. 

Drawing on findings from the California Education Partners’ Stanford–Sequoia K–12 Research Collaborative, with research conducted by the Stanford University’s John W. Gardner Center and Stanford Professor Guillermo Solano-Flores in partnership with nine school districts including Belmont Redwood-Shores, Las Lomitas, Menlo Park, Portola Valley, Ravenswood, Redwood City, San Carlos, Sequoia Union, Woodside, a new PACE report highlights how locally variable criteria—specifically the “basic skills” requirement—as well as administrative hurdles can lead to missed or delayed reclassifications for English learners (ELs). 

Decades of research findings suggest that keeping students in the EL category too long can lead to unequal academic outcomes. On average, it takes 226 days for a pupil who scores proficient in English to be reclassified, and many pupils score proficient for multiple years before they are reclassified.

This report influenced the authors of Assembly Bill 2555, which recently passed as amended on April 15, 2026. The new law aims to fix problems of EL student reclassification by automatically reclassifying English learners as “fluent and proficient” when they score 4 on the English Language Proficiency Assessment for California (ELPAC), beginning in the 2027-28 school year.