Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts

By Alfredo J. Artiles, Robert Rueda, J. Salazar, I. Higareda. 2005

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View Paper: https://www.semanticscholar.org/paper/1a991486b467a2ff7e4458de5470d62e4dad0dad

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Citations in the corpus

Psychometric Issues in the ELL Assessment and Special Education Eligibility (2006, background): “Artiles, Rueda, Salazar, and Higareda (2005) found that ELL students with lower levels of proficiency in L1 and L2 (first and second language, respectively) showed the highest rate of identification in the special education categories.”
Theorizing Racial Inequity in Special Education (2011, methodology): “(p. 289) In addition, White students have been used as the comparison group in previous disproportionality studies (e.g., Artiles et al., 2005; Hosp & Reschly, 2004).”
Who Are These Linguistically and Culturally Diverse Students (2006, background): “Artiles, Rueda, Salazar, and Higareda (2005) studied the overrepresentation of ELLs in special education programs in urban schools in California, the state housing the largest number of limited-English-proficient students within its public schools (Kendler, 2002).”
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk (2013, result): “These findings contradict earlier studies of LEP representation in special education, but those studies (i.e., Artiles et al., 2005; Sullivan, 2011; Valenzuela et al., 2006) utilized data from districts in the southwest only, and there is some research to suggest that LEP disproportionality is not…”
Using an Ever–English Learner Framework to Examine Disproportionality in Special Education (2017, background): “One group of studies has analyzed disproportionality among students currently classified as ELs (called current ELs; e.g., Artiles et al., 2005; Sullivan, 2011; Sullivan & Bal, 2013; Wagner et al., 2005).”
How Language Proficiency Tests Mislead Us about Ability: Implications for English Language Learner Placement in Special Education (2006, background): “In a study of within-group diversity of disproportionate representation of ELL students in special education, Artiles, Rueda, Salazar, and Higareda (2005) found that ELLs identified by districts as having limited proficiency in both their native language (L1) and English (L2) showed the highest ra”
The Miner’s Canary (2010, background): “In addition, African American students with LD reported a higher perception of social status than their peers without LD, and math achievement discriminated between Latino students with and without LD. Artiles et al. (2005) conducted a district-level study to examine ELL placement patterns in Califo”
Race, Culture, and Autism Spectrum Disorder: Understanding the Role of Diversity in Successful Educational Interventions (2009, background): “higher percentages of Hispanic students in the ED and ID disability categories as well (Artiles et al., 2005; Donovan & Cross, 2002; Oswald & Coutinho, 2001).”