IS RE-DESIGNATED IMPACT THEIR SUCCESS RATE ON STATE TEST SUCH AS THE

Nichols (1974), local school districts and states have an obligation to provide appropriate services to Limited-English-Proficient students (in California now referred to as EL or English Learner students), but policymakers have long debated setting time limits for students to receive such services. (Hakuta, January 2000) The purpose of this paper is to determine if we have given sufficient services to EL students prior to them being re-designated in the Bonita Unified School District. (The name of the school has been changed to protect the identity of the students.) This study reports on data based on the passage rate of sophomores the first time that they took the California High School Exit Exam (CAHSEE) in March 2005. Once the passage rate was determined, the study was conducted by identifying the LEP status of all of the students who did not pass the CAHSSEE on that first attempt. They were divided into four categories: English Only (EO), Initial Fluent English Proficient (IFEP), Re-designated Fluent English Proficient (RFEP) and current English Learner (EL). Students who did not pas