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 journalReview article

221 Scopus citations

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
DOIs
StatePublished - Jan 1 2005

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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