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Dual Identification? The Effects of EL Status on SPED Placement in an Equity-Focused District

Mark Murphy,
Angela Johnson
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 seven 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 under-identified for SPED during grade 5 and that ELs whose primary language was Spanish were under-identified for SPED.
Keywords
English Learner; Special Education; regression discontinuity; research-practice partnership; equity.
Education level
K-12 Education
Topics
Student Learning
Tags
Students with disabilities,
Multilingual learners,
Equity
Download 10/2022
Document Object Identifier (DOI)
10.26300/ykem-n868
EdWorkingPaper suggested citation:
Murphy, Mark, and Angela Johnson. (). Dual Identification? The Effects of EL Status on SPED Placement in an Equity-Focused District. (EdWorkingPaper: -293). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ykem-n868

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