Language and Special Education Status: 2009–2019 Tennessee Trends

Mancilla-Martinez, Jeannette; Oh, Min Hyun; Luk, Gigi; Rollins, Adam

doi:10.3102/0013189x221077208

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…These voices enriched the way my research is framed and designed. For example, the shift from viewing multilingualism as a homogeneous group in state‐level data (Luk & Kroll, 2019; Mancilla‐Martinez, Oh, Luk, & Rollins, 2022; Yamasaki & Luk, 2018), and the shift to focus on outcomes to process and individual language experiences (Leon Guerrero, Whitford, Mesite, & Luk, 2021; Luk, 2022; Smith, Leon Guerrero, Surrain, & Luk, 2021) facilitate the understanding of learning mechanisms, which informs pedagogical strategies in linguistically diverse classrooms. I see the next stage of MBE being a two‐way street, bringing researchers and stakeholders of education together, centering on child development and learning, and synergistically enriching scholarly knowledge, pedagogical practice, and educational policy.…”

Section: Gigi Lukmentioning

confidence: 99%

Reflections on the past two decades of Mind, Brain, and Education

Ozernov‐Palchik,

Pollack,

Bonawitz

et al. 2024

Mind Brain and Education

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In the early 2000s, Kurt Fischer and colleagues founded the Mind, Brain, and Education (MBE) field (Blake & Gardner, 2007;Fischer & Bidell, 2006), including a flagship journal, society (International Mind, Brain, Education Society [IMBES]), and a master's degree program at the Harvard Graduate School of Education (Harvard). The MBE program was the first-of-its-kind, focused on the intersection of neurobiology, psychology, and educational research and practice (Blake & Gardner, 2007;Fischer, 2009). Between its first cohort in 2004 and its final cohort in 2022, the program graduated 668 students from around the world (see Figure 1). Contemporaneously, scholars developed MBE or related Educational Neuroscience initiatives in several US states, Canada,

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Section: Gigi Lukmentioning

confidence: 99%

Reflections on the past two decades of Mind, Brain, and Education

Ozernov‐Palchik,

Pollack,

Bonawitz

et al. 2024

Mind Brain and Education

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“…Special education identification disparities affect students’ likelihood of educational success compared to their peers ( Counts et al, 2018 ; NASEM, 2017 ), so a pressing question is whether SPED identification rates vary across language groups, particularly in the American South that has not historically educated large numbers of NELB students. In Tennessee, for example, Current ELs are less likely to be identified for SPED compared to their English-proficient peers ( Mancilla-Martinez et al, 2022 ; OELA, 2021 ). Like other states in the American South, Tennessee is a “new immigrant destination state,” given the unprecedented growth of NELB students in general and Current ELs in particular over the past years ( Noe-Bustamante et al, 2020 ).…”

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confidence: 99%

Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Mancilla-Martinez

Luk

et al. 2023

J Learn Disabil

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Using state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adjustments were made to generate odds ratios, especially for higher-incidence disabilities (specific learning disability, specific language impairment, and intellectual disability). Finally, the most severe evidence of underrepresentation was in lower-incidence disabilities (other health impairments and autism). Our results underscore the need for further examination into low rates of SPED identification among learners whose first language is not English (EPB and Current EL). We discuss the contextualized research, practice, and policy implications of our findings.

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“…Given the dynamic characteristics of bilingualism, it is often challenging to evaluate special education needs based on bilingual children’s language and reading abilities. In the U.S., bilingual students and L2 learners are reported to be disproportionately represented (i.e., underdiagnosed and overrepresented) in special education (Mancilla-Martinez et al, 2022; Yamasaki & Luk, 2018). Children in special education services are clinically identified or are at risk of having a learning difficulty, and standardized assessments are typically used to determine such needs.…”

mentioning

confidence: 99%

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

Basma

Bertone

et al. 2023

Canadian Journal of School Psychology

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Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without diverse language experiences. Depending on how researchers operationalize the construct of LC and RC, studies use different standardized tests or assessments to assess reading skills in children, which may lead to different findings across studies. The current review systematically examined tests of LC and RC that empirical studies have used to assess bilingual children who speak English as their second language. Out of an initial sample of 374 studies, 25 were eligible for inclusion. We extracted LC and RC assessments from the studies and documented task- and administration-related factors. Moreover, participant characteristics, definition of LC as described by authors, and findings related to the relationship between LC and RC were examined for each study. Our results demonstrated variability in the measures and definitions used to assess and describe LC and RC, potentially explaining the mixed findings in the literature. We underscore the importance of considering the multidimensional nature of LC and the need to further explore how different administrative and task characteristics of LC tests relate to RC. Furthermore, this review provides researchers and practitioners with an original and extensive survey of the literature on how LC and RC were assessed among bilingual children. Lastly, we highlight limitations in the current literature and discuss practical implications in the field of school psychology in supporting children with diverse language experiences.

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Language and Special Education Status: 2009–2019 Tennessee Trends

Cited by 3 publications

References 10 publications

Reflections on the past two decades of Mind, Brain, and Education

Reflections on the past two decades of Mind, Brain, and Education

Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

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