Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Nicole M. Enzinger, Ph.D
Second Advisor
Maranda Turner, Ed.D
Abstract
The purpose of this study is to examine the perceptions of school and district administrators regarding English Language Learner (ELL) criteria that affect the academic trajectories of Long-Term English Learners (LTELs). ELL criteria differ across states and are used to demonstrate not only English language proficiency but also ELL students' academic performance. While English-only students are not required to demonstrate their academic use of English, ELL students are required to demonstrate English-language academic reading, writing, listening, and speaking skills to be reclassified as English proficient. If ELL students remain classified as ELL for multiple years, they are labeled as LTEL. While this label is intended to support students, it is stigmatizing and embarrassing and also limits their ability to enroll in college-preparatory classes. Through a Critical Race Theory (CRT) lens of interest convergence, the question of systemic interest arises: why is it in the system’s best interest to require so much of ELL students? There is a possibility that, because Title III funds are distributed to states based on the number of ELL students enrolled, the State Educational Agency (SEAs) may be inclined to keep more students classified as ELL. If this is true, it is an injustice to ELL students, as remaining ELL or LTEL has a detrimental impact on their educational opportunities. This study sought the perspectives of school and district administrators to seek solutions for ELL and LTEL students. The results of this qualitative multiple-case study are presented as case descriptors, followed by six themes derived from a thematic analysis. The themes are: ELL Policy and Procedure Compliance; Ideal Reclassification Criteria and Mixed Perceptions on Funding Impacts; Teacher and Administrator Professional Development Expertise and Challenges; Support for Reclassification and Academic Language; Hesitancy to Remove Language Support and Lower Academic Expectations; and LTEL Support.
Recommended Citation
Rodriguez, Elma Adelina, "Perceptions of PreK-Eighth Grade School and District Administrators on the English Language Learner Reclassification Criteria, Impacting Long-Term English Learners" (2026). Doctor of Education (EdD). 285.
https://digitalcommons.georgefox.edu/edd/285