What is it about?
In US schools, parents can refuse specialised English learner (EL) services for their child, but the student remains officially classified as an English learner. This study used five years of anonymised school records (2020–21 to 2024–25) from a linguistically diverse suburban high school, covering 409 students classified as English learners. It compared the ACCESS for ELLs English proficiency scores and reclassification records of students who received EL services with those of students whose parents opted out, also taking into account programme model, time in US schools and special education (IEP) status.
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Why is it important?
Most students scored at intermediate proficiency levels (WIDA levels 2–4), and only about 6% (26 students) were reclassified over the five years. Students receiving EL services showed a small average gain in their ACCESS scores, while their opt-out peers showed a small decline – an association, not proof of cause. All students reclassified in 2023 or 2024 were receiving EL services when they exited the programme. These results are useful for schools and families when decisions about EL services are made.
Perspectives
This study continues my long-standing interest in how English learners in US schools are assessed and reclassified, including the ACCESS for ELLs test. I hope it helps schools and families make better-informed decisions about EL services.
Dr. Miguel Fernández Álvarez
Universidad Politecnica de Madrid
Read the Original
This page is a summary of: Opting out and remaining classified? A longitudinal study of service participation, ACCESS growth, and reclassification among high-school emergent bilinguals, Bilingual Research Journal, August 2026, Taylor & Francis,
DOI: 10.1080/15235882.2026.2718295.
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