Achievement and Representation of English Learners with Disabilities in Maryland Public Schools Grades Three through Six: Cross Sectional and Longitudinal Analyses

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Date
2015-12-15
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Johns Hopkins University
Abstract
This research study examined the achievement of English learners with disabilities on reading and mathematics high stakes tests in the state of Maryland in grades three through six. Also examined was the representation of EL students in special education programs in grades three through six. A longitudinal data set with over 214,000 participants was used. Cross sectional and longitudinal analyses were run to determine the achievement and representation patterns for ELD students. ELD students were determined to have very low achievement in all grades examined and in both subjects, significantly below that of their GenEd, EL, and SWD peers. ELD FARMS students scored significantly below their ELD non-FARMS peers. The pattern of achievement changed between grades three and six in both reading and mathematics. In reading, the gap between ELD students and their peers widened between grades three and six whereas in mathematics the gap between ELD students and their peers narrowed. Regarding representation, there was not found to be any noteworthy disproportionality occurring in grades three through six in the state of Maryland for EL students in special education programs. The representation statistics were also not over-represented or under-represented when controlling for FARMS.
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Keywords
English Learners, ELD, Students with disabilities, disproportionality, special education, achievement
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