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¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2017 · checked against its sources 2026-10-10 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In school, ELSWDs are more likely to struggle academically and less likely to participate in activities than both other students with disabilities and other English learners. → 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 in-school academic struggle and activity participation for ELSWDs against both other students with disabilities and other English learners in the NLTS 2012. The study reports ELSWDs are "more likely to struggle academically and less likely to participate in activities than both other groups."

"In school, ELSWDs are more likely to struggle academically and less likely to participate in activities than both other groups."

Discussion¶

Learner Variables¶

• Access — predictor: learners who differ on it differ in outcomes
• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students with disabilities attained postsecondary readiness and success outcomes at about one half to one third the rate of students without disabilities, the largest difference between any student group and its counterpart — the general claim this finding bears on, with the studies behind it
• 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 more socioeconomic disadvantages than other students with disabilities but similar functional performance — related
• English learner students with disabilities have backgrounds similar to other English learners but greater functional challenges — related
• Most differences between English learner students with disabilities and other students with disabilities diminish when background characteristics are held constant — related
• Youth with an IEP are more likely than youth without an IEP to struggle academically, yet less likely to receive some forms of school-based support — related
• In 2012, youth with disabilities were more likely than other students to struggle academically and less likely to take steps to obtain postsecondary education and jobs — related
• Removing Criterion 4 would likely increase reclassification rates for ready students, particularly those with disabilities or from lower socioeconomic backgrounds, without harming academic performance — 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