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The Institute of Education Sciences (IES) released two studies on October 13 on the performance and progress of English learner students in different settings:

Patterns of English learner student reclassification in New York City public schools (http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4487)

Using New York City (NYC) Department of Education data for 2003-2012, Regional Educational Laboratory Northeast and Islands analyzed how long English learner (EL) students took to become "reclassified" as former English learner students and whether time to reclassification was longer or shorter based on student characteristics.

English learner students' readiness for academic success: The predictive potential of English language proficiency assessment scores in Arizona and Nevada (http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4526)

A Regional Educational Laboratory West study describes the relationship between the English language proficiency assessment scores of English learner (EL) students and students' subsequent performance on English language arts and mathematics tests. The study examined two samples of EL students in Arizona and Nevada: a cohort in grade 3 in 2009-10 and a cohort in grade 6 in 2009-10.