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

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-10-03 DOI:10.3102/01623737221121786

M. Murphy, Angela Johnson

引用次数: 1

Abstract

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.

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双重识别?英语学习者(EL)状况对公平学区后续特殊教育(SPED)安置的影响

本研究探讨英语学习者(EL)身份对后续特殊教育(SPED)安置的影响。通过研究与实践的合作，我们将学生人口统计数据与七组测试者的初始英语水平评估数据联系起来，并观察这些学生在7年多的时间里对英语学习和外语学习项目的参与情况。我们对英语水平边际的回归不连续(RD)估计始终与回归分析产生的正相关存在实质性差异。RD证据表明，英语水平状态对英语水平阈值下的特殊语言水平安置没有影响。逐年级和亚组RD分析表明，在5年级期间，el轻度未被识别为SPED，主要语言为西班牙语的el未被识别为SPED。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.