Within-group diversity in minority disproportionate representation

English language learners in urban school districts

Alfredo Artiles, Robert Rueda, Jesús José Sauazar, Ignacio Higareda

Research output: Contribution to journalArticle

203 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)283-300
Number of pages18
JournalExceptional Children
Volume71
Issue number3
StatePublished - Mar 2005

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English language
Language
minority
district
language
special education
school
Special Education
Group
social class
school grade
disability
Research
Social Class
Students
student
Population

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Education

Cite this

Within-group diversity in minority disproportionate representation : English language learners in urban school districts. / Artiles, Alfredo; Rueda, Robert; Sauazar, Jesús José; Higareda, Ignacio.

In: Exceptional Children, Vol. 71, No. 3, 03.2005, p. 283-300.

Research output: Contribution to journalArticle

Artiles, Alfredo ; Rueda, Robert ; Sauazar, Jesús José ; Higareda, Ignacio. / Within-group diversity in minority disproportionate representation : English language learners in urban school districts. In: Exceptional Children. 2005 ; Vol. 71, No. 3. pp. 283-300.
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