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¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2017 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q3 i? ELSWDs are less likely than other SWDs to receive extra time on schoolwork, but attend transition-planning meetings at a comparable rate, are suspended less, and parental expectations for their outcomes are higher. → Albert Y. Liu 2017

Evidence¶

Albert Y. Liu 2017¶

Albert Y. Liu, Stephen Lipscomb, Alexander Johann. (2017). The Characteristics and Experiences of English Learner Students with Disabilities in Secondary School: Evidence from the National Longitudinal Transition Study 2012. Princeton, NJ: Mathematica Policy Research. https://www.mathematica.org/publications/wp-the-characteristics-and-experiences-of-english-learner-students-with-disabilities-in-secondary

q3 · i? · associational · r?

Descriptive comparison of accommodations, transition planning, suspension, and parental expectations for ELSWDs versus other students with disabilities in the NLTS 2012. The study reports ELSWDs are "less likely than other SWDs to receive extra time on schoolwork" while meeting attendance is comparable and suspensions lower.

"They are less likely than other SWDs to receive extra time on schoolwork but they attend transition-planning meetings at a comparable rate, are suspended less, and parental expectations for their outcomes are higher."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• 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
• English learner students with disabilities have backgrounds similar to other English learners but greater functional challenges — related
• English learner students with disabilities have more socioeconomic disadvantages than other students with disabilities but similar functional performance — related
• Most differences between English learner students with disabilities and other students with disabilities diminish when background characteristics are held constant — related
• Black students and students with disabilities in Maryland were suspended and expelled at more than twice the rates of other students — related
• For the same types of infractions, Black students and students with disabilities were significantly more likely to receive out-of-school suspensions than other subgroups — related
• Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school — related
• ELs with identified disabilities made slower progress toward English skills and had lower attendance, and were more likely to opt out of bilingual services — related
• Assessment accommodations, once adopted, tend to feel transitional rather than fully equal parts of an assessment — related