How can disproportional assignment of ell students

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Question: In a 2013 report called English Language Learners in America's Great City Schools, the Council of the Great City Schools found that, out of 36 metropolitan districts, most were identifying ELLs as needing Special Education services proportionally to the student population. Of those that were disproportional, only one district was over-identifying (ELLs were twice as likely to be identified as needing special education services as non- ELLs); six districts were under- identifying (ELLs were half as likely to be identified as needing special education services as non-ELLs). Whether over or under-identified, how can disproportional assignment of ELL students to Special Education have negative impacts on their academic performance?

Reference no: EM133412300

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