Multilingual learners in California are disproportionately represented in special education, especially in the Specific Learning Disability category¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? In 2018/19, multilingual learners were under 20 percent of California's student population but nearly 30 percent of students with disabilities, and over 50 percent of multilingual learners with disabilities were identified with SLD versus 37 percent of nonmultilingual peers. → Burr 2022

Evidence¶

Burr 2022¶

Burr, E., & Burho, J. (2022). Resourcing supports for young multilingual learners with suspected disabilities in California: Learning collaborative recommendations. WestEd. https://eric.ed.gov/?id=ED655645

q2 · i? · review · r1

The report cites Willis et al. (2020) administrative data showing multilingual learners were "less than 20 percent of the total student population but made up nearly 30 percent of students with disabilities." No effect size is printed.

"In the 2018/19 school year, multilingual learners in California accounted for less than 20 percent of the total student population but made up nearly 30 percent of students with disabilities (Willis et al., 2020)."

Discussion¶

Learner Variables¶

• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Special education identification is disproportionate for English learner and socioeconomically disadvantaged students in California — possibly the same claim (merge candidate)
• English learners, particularly Hispanic Spanish-speaking students, were disproportionately identified for special education in the Specific Learning Disability category — a narrower finding that bears on this claim
• Experts report likely overrepresentation of foster children in special education and no direct clear evidence that special education works for them — related
• Student homelessness disproportionately affects Black students, LGBT youth, English learners, and students with disabilities — related
• Low-income students, students of color, multilingual families' students, and students with disabilities are more likely to be chronically absent — related
• Learning behaviors of typical multilingual development can resemble those of disability, complicating accurate identification — related
• The study gives explicit consideration to cultural differences and similarities in learning, including English learners and learners with learning disabilities — related