A report reviewing state reports on the participation and performance of English Language Learners (ELLs) with Disabilities in 2006-2007. Previous data reports suggested that ELLs with disabilities tend to have a lower percentage of students scoring proficient than their English proficient peers on regular assessments. But in 2006-2007, ELLs with disabilities out-performed the total number of students taking alternate assessments based on alternate achievement standards. This improvement surprised researchers, leading them to speculate on possible causes. However, not all states reported this data and, even among those that did, the number of students in these data is low, leading the researchers to urge caution in interpreting the practical significance of the differences in performance. On English language proficiency assessments, ELLs with disabilities usually scored lower than ELLs without disabilities on measures of reading, writing, listening, and speaking.
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projects, including those on English language learners, is provided by
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Offices within it.
Liu, Kristin; Thurlow, Martha; Albus, Deb.
State Reports on the Participation and Performance of English Language Learners with Disabilities in 2006-2007 (NCEO Technical Report).
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO).
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