Abstract
Purpose. The purpose of this study was to explore the long-term outcomes of Hispanic reclassified fluent English proficient (RFEP) student performance in English language arts at a Southern California high school in comparison to the Hispanic English-only(EO) counterparts at the same high school. A second purpose was to identify strategies that teachers and administrators identify as critical to student success.Methodology. Utilizing a t test of significant differences to quantitatively measure the proficiency levels of Hispanic reclassified fluent English proficient (RFEP) students over a 3-year period (2017-2019) and Hispanic English-only (EO) students. A t test was also used to determine whether or not there was a statistically significant difference in the academic success of the two groups. A 15-question survey was administered to measure the perceptions of the teachers and administrators to determine why there was a difference in the two groups and how effective the services offered to the RFEP students were. Finally, a t test was administered to see whether there was a statistically significant difference between the perceptions of the teachers and administrators.Findings. Although the Hispanic RFEP students at the study group scored 10 percentage points below the school as a whole, their proficiency achievement exceeded the Hispanic RFEP students state-wide and the Hispanic EO students at the same school. The teachersnd administrators were generally positive about the services provided to RFEP students after reclassification.Conclusion. The Hispanic RFEP students at the study school do better than the Hispanic EO students on the CAASPP because they have to be proficient to reclassify, and there is not a strong monitoring program or clearly defined services in place. The large percentage of neither agree nor disagree responses indicates the teachers and administrators are not familiar with the RFEP program.Recommendations. The district should craft clearly defined policy on the services to be provided to RFEP students with ongoing monitoring of their success. Professional development should be conducted to improve the teachers' and administrators' understanding of the RFEP students' needs and unique challenges.