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Dual Identification? The Effects of EL Status on SPED Placement in an Equity-Focused District. EdWorkingPaper No. 20-293
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Mark Murphy; Angela Johnson – Annenberg Institute for School Reform at Brown University, 2022
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over…
Descriptors: Student Placement, Identification, English Learners, Special Education
An Examination of Poverty, Racial and Ethnic Minority Affiliation, English Learner Status, and Special Education in Central Valley School Districts of California
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Alvarez, Stefanie Jennifer – ProQuest LLC, 2011
The Individuals with Disabilities Act of 2004 (IDEA) was reauthorized to include accountability targets to address disproportionality in special education categories. While socioeconomic disadvantaged students were not identified as a target subgroup by IDEA, the goal of closing the achievement gap for all students has been at the forefront in…
Descriptors: Achievement Gap, Learning Disabilities, Social Justice, Evidence
Technical Considerations in Quantifying Severe Discrepancies for the Identification of Learning Disabilities.
McLarty, Joyce – 1982
Educators designing procedures for identifying students as learning disabled are faced with serious technical difficulties. A student with a learning disability is one who "has a severe discrepancey between achievement and intellectual ability" in one or more designated areas. The methods of quantifying achievement, intellectual ability,…
Descriptors: Achievement Tests, Correlation, Evaluation Methods, Handicap Identification