Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Abstract

Using state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adjustments were made to generate odds ratios, especially for higher-incidence disabilities (specific learning disability, specific language impairment, and intellectual disability). Finally, the most severe evidence of underrepresentation was in lower-incidence disabilities (other health impairments and autism). Our results underscore the need for further examination into low rates of SPED identification among learners whose first language is not English (EPB and Current EL). We discuss the contextualized research, practice, and policy implications of our findings.

Waived English Learners: The Understudied Intersection of English Learner and Special Education Status

“…This study builds on the growing literature on ELs’ representation in SPED services (e.g., Artiles & Ortiz, 2002; Hibel & Jasper, 2012; Mancilla-Martinez et al, 2022; Morgan et al, 2015; Samson & Lesaux, 2009; Skiba et al, 2016; Sullivan & Bal, 2013; Umansky et al, 2017; Yamasaki & Luk, 2018) and offers insight into an understudied EL subgroup: waived ELs. To our knowledge, this is the first study to examine how waived ELs are represented in SPED services overall and specifically in language-based disability categories of SLD and SLI.…”

“…ELs constitute 12% of students with disabilities as of school year 2021–2022, up from 9% in 2012–2013 (Office of Special Education Programs, 2022). Although the intersection of EL and SPED status remains underresearched, studies continue to underscore the complexity and importance of accurate identification of ELs for SPED services (Artiles & Ortiz, 2002; Mancilla-Martinez et al, 2022; Sullivan, 2011; Yamasaki & Luk, 2018). Of the 13 federally recognized SPED disability categories (Individuals With Disabilities Education Act, 2018 [IDEA], § 300.8[c]), ELs tend to be most represented in two language-based disability types: specific learning disabilities (SLD; includes conditions such as reading difficulties and dyslexia; IDEA § 300.8[c][10]) and speech-language impairment (SLI; includes conditions such as a communication disorder; IDEA § 300.8[c][11]).…”

“…Until recently, studies on ELs’ representation in SPED have mostly relied on cross-sectional analyses (e.g., Mancilla-Martinez et al, 2022; Morgan et al, 2015; Samson & Lesaux, 2009), and longitudinal evidence on the timing and likelihood of ELs’ SPED placement has been limited (for exceptions, see Linn & Hemmer, 2011; Umansky et al, 2017). To be clear, both cross-sectional and longitudinal insights are equally important to inform efforts to make appropriate identification and placement decisions for ELs.…”