A study of the correlation between the socioeconomic status and reading scores of English language learners enrolled in special education programs in Texas

The purpose of this correlational study is to examine the correlation between the socio-economic status of English Language Learners (ELLs) enrolled in Texas’ special education programs and their reading scores on exams required by the state. The researcher examined student continuous interval data over a 10-year period collected from the public educational information management system (PEIMS), which is available on the Texas Education Agency (TEA) website. Cohen Kappa was utilized to analyze the data using a 0.05 alpha level. The relationship between ELLs’ reading scores and their socioeconomic status was examined by employing Kappa. Kappa results show that no significant relationship exists between the reading scores on mandated exams and over representation of ELLs in the state’s special education programs. However, Kappa results did show a significant relationship between socioeconomic status and the over representation of ELLs in Texas’ special education programs. With the development of appropriate measures, best instructional practices and procedures, school districts in Texas can better provide the academic support that ELLs require if they are to be academically successful and avoid inappropriate referrals to special education programs