EDUC 721

Journal Article Critique

Student Name: Deborah Davis / Date: 13 May 2014

Research Questions

  1. What is the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education?
  2. Are these students are increasingly likely to be identified as having learning disahilities or mental retardation, and yet less likely to he served in either the least or most restrictive educational environments relative to their White peers (Sullivan, 2011, p. 317)?

Experimental Design

Over an eight year period, students identified as English Language Learners (ELLs) and special education were followed for several factors. Disability categories were reviewed as was type of placement. Racial disproportionality was also studied in comparison to predictors found within existing literature.

Summary of Methods

Participants—The sample size was limited by inherent factors of record keeping in that the population was from a secondary analysis of state data. Each year of the study (1999-2006) showed an increasing trend in the number of schools reporting the data in question. Eliminating data from schools with less than 10% reported ELLs with learning disabilities (LD) further restricted the population.

Setting—there was no formal setting for this study since data was gathered via secondary analysis of state data.

Procedures—Variables evaluated included: District enrollment; Proportion of ELL students in the district; Proportion of ethinc/minority enrollment in the district; Proportion of students receiving free/reduced lunch; Minority proportions within teaching staff; Those teachers holding English as a Second Language (ESL) certifications; Ratio of students to teachers within each district. All was predicated on a program requiring English-only learning within the school system. The relative risk ratio (RRR) was used to determing the predictive proportionality of ELL students being placed in LD programs as opposed to white students

Results

Report Data—The results showed ELL students were placed in LD programs at an increasingly higher rate than white students.

Efficiency Data (if reported)—none reported

Reliability Data—(if reported) – none reported.

Validity Data (if reported)—none reported

Commentary

This study shows that in an area where there is a prominent percentage of non-native English speakers, and a requirement in the schools for English-only learning environments, ELLs are disproportionately and increasingly likely to be identified as LD and place in a special education environment. Logic would seem to dictate that tesing the intelligence of a fish with its ability to clmb a tree would be inappropriate. Without language enhancements and interventions, it would seem apparent that testing ELLs in English only will result in lower scores, and consequently higher placements. Students need to be evaluated carefully to determine if LDs are present, or merely language difficulties.

Reference

Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317-334.

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