The Representation of English Language Learners In Special Education: A Campus-Level Study

Abstract

This study examined the representation of English language learners in special education programs in elementary, middle, and high school campuses in two school districts in Texas. Data was collected from the Texas Education Agency’s Public Education Information Management System for the 2016-2017 school year. Relative risk ratios were calculated and reported for each elementary and secondary campuses for both school districts. The relative risk ratios were calculated utilizing total student enrollment, total English language learner enrollment, total special education enrollment, and total English language learner in special education.

Results indicated that English language learners were both underrepresented and overrepresented in both school districts. Furthermore, underrepresentation was greater in the elementary campuses, and overrepresentation was greater in the secondary campuses. It was concluded that campus-level data can provide disaggregated data that district, state, or national-level data cannot provide.