Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-Based Assessments, 1999-2000. ELLs with Disabilities Report 1
Author(s):
Albus, Deb; Thurlow, Martha; Barrera, Manuel; Guven, Kamil; Shyyan, Vitaliy; National Center On Educational Outcomes; Council Of Chief State School Officers; National Association Of State Directors Of Special Education (nasdse)
Format:
Report
Publisher:
National Center on Educational Outcomes, University of Minnesota, 2004.
Language:
English
Abstract:
The purpose of this study was to examine the participation and performance of English language learners with disabilities on the 1999-2000 Minnesota Comprehensive Assessments. For the rest of this report we refer to these students by the term students with limited English proficiency (LEP) who also have disabilities (SLEPD) 1. We wanted to do this as a function of language group (Hmong, Somali, and Spanish) and as a function of disability category (the 12 Minnesota categories not including 504 status) in order to better understand whether there might be specific implications of test performance for the instruction of students within these subgroups.