Presenter(s)

• Morgan Huenergarde
• Randy Floyd, Professor and Department Chair, The University of Memphis

Abstract

To be classified as an Active Bilingual Learners/Users of English (ABLE) student indicates that students have access to language skill supports such as language modifications and regular monitoring of performance in the classroom. Once ABLE students are considered to be proficient in English, they lose their ABLE designation, are reclassified as English proficient, and lose their previous supports, potentially resulting in poor academic achievement. Federal policy provides states with significant freedom in how to identify and reclassify their ABLE students. Previous studies have found that criteria and standards across states for the identification and reclassification criteria have differed, with some parallels in the use of home language surveys and English language proficiency tests. However, each state relies on a different standard for identification and reclassification of their ABLE students. Using a rigorous double coding procedure, all policy documents on identification and reclassification from all 50 states and Washington D.C. were evaluated. Similar to previous findings, all states used home language surveys and English language proficiency tests in their identification policies, although some states had additional criteria and all states differed in the cut scores required to qualify. Similarly, all states had reclassification policies, with heavy emphasis on performance on English language proficiency tests, although such cut scores differed across states. Not all states had identification or reclassification criteria for ABLE students with disabilities, and most were identical to that of ABLE students without disabilities.