EL status had either a null effect or led to slight under-identification in SPED placement¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The effect of EL status on SPED placement was either null or tied to slight under-identification. → Mark Murphy 2020

Evidence¶

Mark Murphy 2020¶

Mark Murphy, Angela Johnson. (2020). Dual identification? The effects of English Learner status on special education placement. NWEA Research Working Paper. https://www.nwea.org/research/publication/dual-identification-the-effects-of-english-learner-status-on-special-education-placement/

q2 · i? · causal · r?

The abstract states the study's headline result: "the effect of EL status on SPED placement was either null or tied to slight under-identification." This contradicts concerns of over-identification; no effect size is printed in the available text.

"We find evidence that the effect of EL status on SPED placement was either null or tied to slight under-identification."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Under-identification of SPED placement occurred two years after EL classification — a narrower finding that bears on this claim
• EL status led to under-identification for Spanish speakers but proportionate representation for Mandarin/Cantonese and other-language speakers — a narrower finding that bears on this claim
• Regression discontinuity estimates of EL status effects on SPED placement consistently differ substantively from regression analysis results — related
• Peers slightly under-mark their comrades' papers while self-assessors over-mark their own — related