Document Type

Conference Proceeding

Abstract

This study investigated predictors of special education identification among language minority (LM) students by fifth grade using data from the ECLS-K:2011. Predictors included fifth-grade reading performance, student mobility, and school percentage of students receiving free and reduced-price meals. Behavior was a stronger predictor of special education identification for non-LM students than for LM students in second and third grades. Leading predictors of special education identification among LM students indicated that efforts should be focused on early reading intervention, equitable screening in low-income school communities, culturally relevant behavioral assessments, and increased monitoring of LM students who change schools.

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