State Reports on the Participation and Performance of English Language Learners with Disabilities in 2006-2007 (NCEO Technical Report)
2009-05
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State Reports on the Participation and Performance of English Language Learners with Disabilities in 2006-2007 (NCEO Technical Report)
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2009-05
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University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)
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Report
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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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The Center is supported through a Cooperative Agreement (#H326G050007)
with the Research to Practice Division, Office of Special Education
Programs, U.S. Department of Education. Additional support for targeted
projects, including those on English language learners, is provided by
other federal and state agencies. Opinions expressed herein do
not necessarily reflect those of the U.S. Department of Education or
Offices within it.
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Liu, Kristin; Thurlow, Martha; Albus, Deb. (2009). State Reports on the Participation and Performance of English Language Learners with Disabilities in 2006-2007 (NCEO Technical Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/173987.
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