Representational Patterns of English Language Learners Receiving Special Education Services in South Texas

This study examined the representational patterns of English language learners (ELLs) receiving special education services in school districts in South Texas and school district charecteristics that were related to the probability that an english language learner might be placed in special education programs. Results indicated that 77% of the school districts in the South Texas area showed overrepresentation of ELLs in special education classes. Data indicated that ELLs in South Texas and the three Education service Centers (ESC) that comprise South Texas were anywhere from two times to to and one-half times more likely to be identified as needing special services than their non-english language learner peers. The districts with overrepresentation concerns were overwhelmingly located in ESC Region 1, where 92% of the districts demonstrated overrepresentation. Finally, results indicated that relative risk ratios indicating overreprensentations of ELLs were inversely correlated with low percentages of poor/underderserved students, Latino students, ELLs, Latino teachers, and students in bilingual/English as a second language programs.