Disproportionality and assessment practices for students who are english language learners (ELL) /by Nelarie Romo.

In California, English language learner (ELL) students represent 24% of the school population (California Department of Education [CDE], 2009). ELL students have been shown to score below their peers in reading and mathematics (Artiles, Kozleski, Trent, Osher, & Ortiz, 2010; Hosp & Reschly, 2004; Wilkinson, Ortiz, Robertson, & Kushner, 2006). Historical and some recent research shows disproportionate numbers of ELL students classified as having a specific learning disability (SLD) or an intellectual disability (ID) (Shelton, 2008). Current assessment practices for ELL students in California were investigated in the present study to assist with the refinement of the special education assessment process. A total of 106 practicing school psychologists participated in an online survey. Aggregate data regarding respondents_ demographics, training on assessment measures used with ELL students, interpreter training, and assessment practices were included. Descriptive data were collected as well as Pearson_s correlation and paired sample t-tests. This was an exploratory study that found ELL assessment knowledge and reported practices were closer to best practices compared to previous studies; however, there is still a need for additional ELL assessment training