Abstract
This study utilized relative risk ratios to examine the representation of English language learners in special education programs in elementary, middle, and high school campuses in a school district in South Texas. Results indicated that English language learners were both underrepresented and overrepresented in the school district. Furthermore, underrepresentation was greater at the elementary campuses and overrepresentation was greater at the secondary campuses. The use of disaggregated data on the campus level continues to be of importance in understanding the representation of English language learners in special education programs as it provides critical information that cannot be gleaned from data that is aggregated at the district, state, or national-levels.
Recommended Citation
López, Ruby and Linn, Diana
(2018)
"Representation of English Language Learners in Special Education: A Campus-level Study,"
Journal of Multicultural Affairs: Vol. 3:
Iss.
2, Article 4.
Available at:
https://scholarworks.sfasu.edu/jma/vol3/iss2/4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons
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