Examining validity issues in classifying and exiting English learners through dynamic views of language proficiency

With the growing English learner population, this study identifies issues of fairness around cut score setting practices that impact English learner (EL) classifications and reclassifications in the US context. High-stakes decisions regarding the education of ELs have relied mostly on English language proficiency (ELP)
assessments and the ELP-related classifications. The ELP-related classifications are central to ELs’ life cycles in US schooling. These classifications impact decisions as to whom to designate as EL, whom to administer content assessments to, and who benefits from instructional support programmes. This study examines the practices in the US pre- and post- ‘Every Child Succeeds Act’ (ESSA) of 2015 and takes a dynamic multilingualism perspective to discuss what validity evidence is missing in the current classification practices and what could be done to better align the classification practices with the dynamic languaging practices of multilingual learners.