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Despite evidence of unequal learning opportunities, there is limited understanding of how English learners (ELs) with disabilities are faring academically in comparison to their EL and student with disability counterparts. In response, we conducted secondary data analyses of 2009 to 2019 National Assessment of Educational Progress (NAEP) reading. In comparison to their EL and student with disability counterparts, ELs with disabilities performed lower in both Grades 4 and 8. There is visible improvement associated with EL with disability performance on NAEP 2015, a year in which disaggregating the performance of these students’ performance became mandatory. These findings have implications for improved instructional and program supports to serve ELs with disabilities.