Dual Identification? The Effects of English Learner (EL) Status on Subsequent Special Education (SPED) Placement in an Equity-Focused District

被引：2

作者：

Murphy, Mark ^{[1
]}

Johnson, Angela ^{[2
]}

机构：

[1] Univ Hawaii Manoa, Coll Educ, 1776 Univ Ave,Wist Hall 214, Honolulu, HI 96822 USA

[2] NWEA, 121 NW Everett St, Portland, OR 97209 USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2023年 / 45卷 / 02期

关键词：

English Learner; Special Education; educational policy; equity; evaluation; bilingual; bicultural; quasi-experimental analysis; regression discontinuity; descriptive analysis; REGRESSION DISCONTINUITY DESIGN; LANGUAGE; STUDENTS; DISPROPORTIONALITY; RECLASSIFICATION; MANIPULATION; DISABILITIES; CHILDREN; POLICIES;

D O I：

10.3102/01623737221121786

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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 7 years. Our regression discontinuity (RD) estimates at the English proficiency margin consistently differ substantively from positive associations generated through regression analyses. RD evidence indicates that EL status had no effect on SPED placement at the English proficiency threshold. Grade-by-grade and subgroup RD analyses at this margin suggest that ELs were modestly underidentified for SPED during Grade 5 and that ELs whose primary language was Spanish were underidentified for SPED.

引用

页码：311 / 335

页数：25