Opportunity Gaps for Students With Special Needs, English Language Learners, and Students in Poverty

• In Event: 54.051 - Education on Trial: Challenging the Constitutionality of Florida's Public Education System

Abstract

Objective
This research investigated the use of Milner’s (2012) opportunity gaps framework (1) to investigate the adequacy and the quality of educational opportunities for students with special needs, English Language Learners (ELLs), and students in poverty. This work used Milner’s framework to examine the concept “opportunity to learn” in Florida public schools. It examined educational outcome variables (i.e. FCAT test scores, graduation rates) for the study’s students of interest.

Theoretical framework
This research used Milner’s (2012) opportunity gap explanatory framework because it challenges educational researchers to “deepen and expand their analyses about educational practices” (p. 3). This work examined four strands of research on the equitable distribution of educational resources for students in general (Augenblick, Myers, & Anderson, 1997; Frankenberg & Orfield, 2012; Lee, 2004; McPherson, 2011; Milner, 2012; Rebell, 2007), students with special needs (Fierros & Conroy, 2002; Cortiella, 2013), ELL’s (Artiles & Klingner, 2006; Jimenez-Castellanos & Topper, 2012; Solórzano, 2008), and students of color (Haney, 2006; Losen & Skiba, 2010; Milner, 2012; O'Malley-Borg, Plumlee, and Stranahan, 2007).

Methods
This research investigated randomly selected Florida schools from urban, suburban, exurban, and rural communities. Descriptive statistics for students with special needs, ELLs, and students of color in traditional public schools (TPS) were compared to similarly labeled students in charter schools. A random sample of Florida educators and administrators participated in a structured interview about educational practices for the target student groups.

Data sources
Enrollment, opportunities to learn, and outcomes for students with special needs, ELLs, and students of color were investigated in Florida, NCES, Office for Civil Rights (OCR) databases. Qualitative data sources included structured interviews with a sample of Florida educators and administrators.

Results
This comprehensive study integrated statistical evidence with qualitative testimony to illustrate existing inequities to policymakers, students, teachers, administrators, attorneys, and the general public. Suggestions for reducing inequities are presented at several levels, (e.g., classroom instruction designed to engage student of all ability levels; school discipline that is focused on retaining students of color rather than alienating them; and eliminating state-level policy decisions that fail to support integration of students of color, ELL students, and students with special needs). This research informs policy discussion, particularly as it pertains to students with special needs, ELL students, and students of color in both traditional public school and charter school settings.

Significance
This work reveals challenges that continue to exist for students in the target groups in the form of segregated classrooms, schools, and school districts. These borders demonstrate the context-neutral mind-sets (Milner, 2012) that perpetuate these inequities. Second, this work adds to the body of research literature that will help to break down these borders between students. It enhances our capacity for multicultural education through the modeling of advocacy research as it challenges the myth of meritocracy (Milner, 2012).

Footnote 1: The Opportunity Gaps Explanatory Framework (OGEF) categories are color blindness, cultural conflicts, myths of meritocracy, low expectations and deficit mind-sets, and context-neutral mind-sets.

Author

• Edward G. Fierros, Villanova University