ELs with identified disabilities made slower progress toward English skills and had lower attendance, and were more likely to opt out of bilingual services¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ELs with identified disabilities progressed toward English skills at a slower pace, mostly had lower attendance, and were more likely to opt out of bilingual services, limiting access to services and academic progress. → de la Torre 2021

Evidence¶

de la Torre 2021¶

de la Torre, M., Freire, S., & Blanchard, A. (2021). English Learners in Chicago Public Schools: An exploration of the influence of pre-k and early grade years. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/English-learners-in-Chicago-Public-Schools-an-exploration-of-the-influence-of-pre-K

q2 · i? · associational · r?

The report states ELs with identified disabilities "made progress, but at a slower pace, toward acquiring English skills" and most had lower attendance. The release adds they were more likely to miss school and to opt out of bilingual services, limiting access to services and academic progress.

"ELs with identified disabilities made progress, but at a slower pace, toward acquiring English skills and most students with identified disabilities had lower attendance."

Discussion¶

Related Claims¶

• ELs who received bilingual education services had higher long-run attendance and academic outcomes than kindergartners who refused bilingual services — related
• English learner students with disabilities are less likely than other students with disabilities to receive extra time on schoolwork but attend transition-planning meetings at a comparable rate, are suspended less, and have parents with higher expectations — related
• English learner students with disabilities have backgrounds similar to other English learners but greater functional challenges — related
• Low English proficiency screener scores in pre-k relate to lower academic performance but not to attendance — related
• Inadequate responders were more likely to have identified disabilities and limited English proficiency than adequate responders or typical readers — related
• English learner students with disabilities are more likely to struggle academically and less likely to participate in activities than both other students with disabilities and other English learners — related
• In math, EL groups grew more than never-ELs during academic years but lost more during summers — related