Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts
Abstract
A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban districts. Disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program. Students proficient in neither their native language nor in English (particularly in secondary grades) were most affected. Implications for further research and practice are discussed.
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With current diagnostic methods, it can be difficult to distinguish between limited English language proficiency and a learning disability.
“With current diagnostic methods, it can be difficult to distinguish between a lack of English language proficiency and a learning disability (Artiles, Rueda, Salazar, and Higareda 2005; Klingner and Harry 2006).”
From Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language (2011) · cites this paper as Artiles, Rueda, Salazar, and Higareda 2005
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- Authors
- Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I.
- Affiliations
- Arizona State University (US)
- University of Southern California (US)
- Corresponding author
- Artiles, Alfredo J.
- ORCID
- Artiles, Alfredo J.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2005-04
- Volume
- 71
- Issue
- 3
- Pages
- 283-300
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2006017717
- Cited by
- 496
- References
- 20
- Citations by year
- 2026: 22 · 2025: 12 · 2024: 14 · 2023: 13 · 2022: 24 · 2021: 16 · 2020: 29 · 2019: 22 · 2018: 26 · 2017: 27 · 2016: 27 · 2015: 29 · 2014: 34 · 2013: 34 · 2012: 39
- FWCI
- 83.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Exceptional Children (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Law › Legal Issues in Education
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- English language learners, special education placement, language proficiency, urban school districts, secondary education, disability categories, language support programs, California
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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