This policy report focuses on the tensions and dilemmas surrounding one of the most common milestones used for defining and measuring English Learners' (ELs) progress: their redesignation or reclassification from limited to fluent English proficient (FEP). Although reclassification can have important consequences for students and for the education programs that serve them--determining instructional services, performance expectations, and evaluative judgments of programs--the concept of reclassification, as currently defined and implemented, cannot credibly carry this responsibility. In fact, it may actually be contributing to educational inequity, lack of accountability, and student failure. After briefly reviewing the purposes and methods of identifying, classifying, and serving language minority students, the report identifies three problems with the current situation. Furthermore, this report begins with a brief review of the origins, purposes, and methods of identifying language-minority students and classifying some as ELs. Next, it examines several key issues that generate the tensions and dilemmas regarding reclassification. Finally, it draws some conclusions about what is needed to improve the current situation. While this report offers no easy solutions to the problems it identifies, it does attempt to provide state and local administrators and policymakers with some guidance for reviewing their current reclassification policies and procedures. Its ultimate aim is to stimulate reflection and discussion about options for building a more coherent system to better ensure academic success for English Learners and accountability for the programs that serve them. A list of English Language Acquisition goals & standards (TESOL, 1997) is appended. (Contains 11 footnotes.)