Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts

TLDR

Research on minority placement in special education often overestimates population homogeneity by not disaggregating factors such as language proficiency, social class, or program type, and English language learners have been particularly understudied. The study examined English language learner placement patterns in California urban school districts to address gaps in minority placement research. The analysis related disproportionate representation to grade level, language proficiency, disability category, special education program type, and language support program type. Students who are not proficient in either their native language or English, especially in secondary grades, were most affected, highlighting implications for future research and practice.

Abstract

A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban districts. Disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program. Students proficient in neither their native language nor in English (particularly in secondary grades) were most affected. Implications for further research and practice are discussed.