New analysis continues to show how state rules on English learner reclassification can reshape academic access and outcomes for long-term English learners. A study described in the American Educational Research Association journal examined Texas policies that make academic performance part of reclassification decisions, finding mixed effects tied to when students exit the English-learner label. Researchers reported that students who exited just before high school entry had greater access to advanced coursework, but experienced declines in academic performance after reclassification. Exit timing also correlated with graduation timing differences, with students leaving earlier found less likely to graduate on time. Separately, new research and state-level reviews show expanding use of native-language assessments for English learners. Migration Policy Institute analysis found that 35 states and the District of Columbia offered native-language assessments for English learners in 2025, up from 31 in 2020, though only 28 met alignment benchmarks across widely used languages.