In this report, we examine how variation in English Learners (EL) reclassification policy complexity relates to the likelihood of reclassification eligibility, the timing of eligibility across grade levels, and policy adherence. Following a taxonomy introduced in our first report, we characterize policy complexity based on the number and type of requirements for reclassification, ranging from reliance solely on English language proficiency (ELP) assessments to a combination of ELP and non-ELP benchmarks. Our analysis examines student-level data from 2016 to 2024, covering multiple districts across four states.