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

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.

Resource for Self-Determination or Perpetuation of Linguistic Imposition: Effects of English Learner Classification Among Alaska Native Students*

“…Results were less conclusive regarding attendance and disability identification, with limited evidence of a possible delayed effect of EL classification on disability identification. This later finding aligns with prior research regarding a possible negative effect of EL classification on disability identification for certain groups of students (Murphy & Johnson, 2022) and delayed disability identification among EL students (Umansky et al, 2017).…”

“…EL classification likely impacts non-academic outcomes as well. Murphy and Johnson (2022) found evidence of negative effects of initial EL classification on special education identification among Spanish-speaking EL students in elementary grades. EL disproportionality in special education (Sullivan, 2011) is consequential for students, as overidentification may lead to constricted access to rigorous content (Bianco, 2005) or stigmatizing labels (Higgins et al, 2002), whereas under-identification may result in a lack of necessary and legally obligated supports.…”

“…Uninformed educators may interpret non–Standard American English practices among Indigenous ELs as language disorders resulting in overidentification in special education (Collier, 2012). By contrast, schools may delay special education identification among EL-classified students in an attempt to focus on specialized services which could result in delayed or under-identification in special education (Murphy & Johnson, 2022; Umansky et al, 2017).…”

Improving Understanding of English Learner Education Through an Expanded Analytic Framework

“…These observations have led to questions about possible over-identification of ELs with disabilities and proposed changes to procedures for evaluating ELs for special education services (Artiles et al, 2002;Layton & Lock, 2002). While appropriate identification procedures are critical, our four-category EL framework provides suggestive evidence (which has been more rigorously supported elsewhere) that the main mechanism behind the observed disproportionality of ELs in special education might be barriers to reclassification rather than over-identification (Umansky et al, 2017;Murphy & Johnson, 2020).…”