Special education needs are much more prevalent among California students designated as LTEL7 (28%) than other ever-EL peers (11%)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Around 28% of students designated as LTEL7 were identified as having a special education need, compared to about 11% of all other ever-EL students. → Price 2024 q2 i? The prevalence of special education classification among LTEL7 students rises incrementally from 25% in grade 6 to 29% in grade 11, then jumps to over 33% among 12th-grade LTEL7 students. → Price 2024 (2)

Evidence¶

Price 2024¶

Price, H., Burns, D., Loewe, S., Shields, P., Kaplan, J., & Lee, H. (2024). Long-term English learners in California. Learning Policy Institute. https://doi.org/10.54300/496.998

q2 · i? · associational · r2

Descriptive analysis of CALPADS program data in 2022–23. The report states "more than 2.5 times as many students designated as LTEL7 had special education needs" and notes this is consistent with other research about students labeled as LTEL.

"more than 2.5 times as many students designated as LTEL7 had special education needs compared to their other ever-EL peers. As also shown in Table 1, around 28% of students designated as LTEL7 were identified as having a special education need, compared to about 11% of all other ever-EL students."

Price 2024 (2)¶

Price, H., Burns, D., Loewe, S., Shields, P., Kaplan, J., & Lee, H. (2024). Long-term English learners in California. Learning Policy Institute. https://doi.org/10.54300/496.998

q2 · i? · associational · r2

Grade-level analysis shown in Figure 4 of CALPADS program data. The report describes an incremental rise from 25% to 29% between grades 6 and 11, then a jump to over 33% in grade 12, while other ever-EL peers remained below 11%.

"the prevalence of students who held a special education classification among students designated as LTEL7 incrementally rises between grade 6 and grade 11, from 25% to 29%. This then jumped to over 33% among 12th-grade students designated as LTEL7."

Discussion¶

Related Claims¶

• Boys are disproportionately represented among students designated as LTEL7 in California (56% vs. 51% of other ever-ELs) — related
• The number of students classified as LTEL in California dropped from almost 380,000 (18% of ever-ELs) in 2021–22 to just over 226,500 (about 11%) in 2022–23 — related
• Students designated as LTEL7 in California overwhelmingly began schooling at the lowest English proficiency levels (64% at Beginning vs. 40% of other ever-ELs) — related
• Most LTEL7 students in middle grades began California schooling in kindergarten, but by high school most entered after kindergarten — related
• More than half of LTEL7 students were in their 7th, 8th, or 9th year of being classified as EL, and more than 20,000 had been classified for 12 or more years — related
• Rural and less populous California counties have higher proportions of ever-EL students designated as LTEL7, despite lower absolute numbers — related
• Socioeconomic disadvantage is more prevalent among California students designated as LTEL7 (89%) than other ever-ELs (80%) — related
• Special education identification is disproportionate for English learner and socioeconomically disadvantaged students in California — related