This study explores disparities in reclassification outcomes between Chinese and Latinx English learner (EL) students in one large school district, along with possible mechanisms that drive these differences. Using mixed methods including discrete-time hazard modeling of longitudinal administrative data and analysis of in-depth interviews with veteran EL educators and administrators, we find large and persistent ethnic differences in reclassification outcomes across grade levels. Drawing on prior research on inequalities among immigrant students, we find evidence that individual background characteristics, social capital, school and instructional contexts, and stereotypes and bias all contribute to variation in reclassification patterns. Importantly, reclassification processes may be sensitive to racial and ethnic biases, disproportionately limiting Latinx EL students’ reclassification.

中文翻译：

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让隐形变得可见：识别和探究英语学习者重新分类中的种族差异


本研究探讨了一个大学区的华人和拉丁裔英语学习者 (EL) 学生在重新分类结果上的差异，以及导致这些差异的可能机制。使用混合方法，包括纵向管理数据的离散时间风险建模以及对资深 EL 教育工作者和管理人员的深入访谈分析，我们发现不同年级的重新分类结果存在巨大且持续的种族差异。根据之前对移民学生不平等的研究，我们发现有证据表明个人背景特征、社会资本、学校和教学环境以及刻板印象和偏见都会导致重新分类模式的变化。重要的是，重新分类过程可能对种族和民族偏见很敏感，从而极大地限制了拉丁裔 EL 学生的重新分类。