This study explores the impact of reclassification on social-emotional learning skills (SEL) of English learners (ELs) in grades 4 to 8. Using a regression discontinuity design, the study found that reclassification improved academic self-efficacy by 0.2 standard deviations for students near the cutoff threshold. The results suggest that reclassification can positively influence the academic beliefs of ELs and the authors provide recommendations for districts to create practices that foster such positive beliefs.

This study explores the impact of county-level immigration arrests on the academic achievement, attendance, and perceptions of school climate and safety for Latinx and Latinx English learner students in California's CORE districts. The research found that there is a negative relationship between immigration arrests and these students' academic performance and school experiences. The study recommends policies and practices that can help schools and districts create safer, more welcoming environments for immigrant-origin students and families in the face of anti-immigrant actions.