Disproportionality of English Learners in Special Education: California Reclassification Policies and Effects on Intersectional Students

• In Event: 15.061 - MTCC Roundtable Session Two
  In Roundtable Session: 15.061-1 - Special Education and (Dis)Ability at the Intersections

Abstract

Through this sequential explanatory mixed-methods study, we aim to identify barriers associated with reclassification to fluent English proficient status for students with special needs who enter school as English learners (ELs). During our investigation, we examined 284 school districts. Key findings suggest that while some districts have policies allowing for alternative paths to reclassification for intersectional students, in the majority of districts ELs with disabilities do not become reclassified to fluent English proficient status, and are significantly more likely to be designated long-term ELs. The results from this study serve as a call to action for educational leaders to critically examine reclassification policies in their districts. Additionally, the findings contribute to a wider discussion around classification/reclassification practices for intersectional students.

Authors

• Cassandra Nicole Lane, San Francisco State University

• Jennifer Levine-Smith, San Francisco State University

• Irina S. Okhremtchouk, San Francisco State University