"The Correlates of Academic Performance for English Language Learner Students in a New England District"
English-language learners in special education programs in one district had significantly lower English-proficiency scores than the average for all ELL students, a study found.
The study, issued in August by the Regional Education Laboratory Northeast and Islands, focused on the relationships among 2010-11 ELL student characteristics, ELL programs, and achievement in an urban Connecticut district where more than 10 percent of students were English-learners. It noted challenges to ELL students in special education—such as the risk of remaining in ELL programs indefinitely—and called for more research on the relationship between English proficiency and special education.
Vol. 34, Issue 07, Page 5