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Cited by 499Multilingual Education and PolicyLegal Issues in EducationCollaborative Teaching and Inclusion

The DOI matches its Crossref record; 19 of the 20 references it cites were found in a registry or an index.

Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts

Artiles, Alfredo J., Rueda, Robert, Salazar, Jesús José, Higareda, Ignacio·2005·Exceptional Children
DOI 10.1177/001440290507100305
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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.

Overview

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Crossref · 10.1177/001440290507100305

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19 of 19 references verified0 citation errors · 0 not checkable

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Citations

Cites

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Research works printed but not linked: 6

  1. Artiles A. J., 2002, CASE Newsletter, 43, 5
  2. California Department of Education, 2000, California special education programs: A composite of laws
  3. Gándara P., 2003, Education Policy Analysis Archives, 11
  4. Heller K. A., 1982, Placing children in special education: A strategy for equity
  5. Rumberger R., 2000, Conditions of education 2000
  6. Salazar J. J., 2000, [District] master plan report for English language learners, 1998–1999

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Metadata

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
DOI
10.1177/001440290507100305
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
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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

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