Disproportionality of Emergent Multilingual Learners in Special Education: School Context, Language Supports, and Labeling Practices

Despite vast improvements in language rights and educational equity afforded through the legacy of the Lau v. Nichols decision, emergent multilingual learners’ educational trajectories often differ from those for whom English is a primary language. Prior research indicates that emergent multilingual learners are more likely to be placed into special education in later grades, compared to peers. There is, however, a paucity of research on how school context influences special education classification for those labeled as English Learners (ELs), and many studies cannot identify impacts over time. In this study, we leveraged longitudinal student data to analyze disproportionate representation of emergent multilingual learners, both in special education and in specific disability categories, given school contextual considerations, (e.g., school composition, presence of a school-wide transitional bilingual program). We found that emergent multilingual learners were underrepresented in special education in early years, compared to those not labeled as ELs, and twice as likely to be placed into special education—particularly for specific learning disability—in later grades. School context variables were salient predictors after controlling for student covariates. Together, these findings highlight the importance of context, policies, and school program offerings as important considerations for understanding special education risk for emergent multilingual learners.