ERIC Number: EJ1429620
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-1498
EISSN: EISSN-1534-5157
Long-Term English Learners with Learning Disabilities: Is Dual Identification Associated with High School Absenteeism?
Jennifer A. Freeman
High School Journal, v106 n3 p191-207 2023
Long-term English Learners (LTELs) are the largest population of English learners (ELs) in secondary grades. In California, approximately 30 percent of these students are dual- identified, meaning they are identified as having a disability and being an EL, with a historical overrepresentation in the learning disability (LD) category. Despite the growing size of this population, little is known about the academic outcomes of LTELs with LDs in high school contexts, and this group remains unexplored in the absenteeism literature. Using student-level longitudinal data from four large school districts in California, this study explores absenteeism patterns among EL-classified students and students with LDs in high school. We further investigate whether these patterns vary for LTELs and former EL students (RFEPs) with LDs. The findings indicate that LTELs and RFEPs demonstrate lower absenteeism rates than non-EL students across grade levels. However, when comparing absenteeism specifically among dual- identified students, LTELs with LDs experience significantly higher rates of school absences in later high school grades than RFEPs with LDs.
Descriptors: English Language Learners, Learning Disabilities, High School Students, Students with Disabilities, Attendance Patterns, Student Characteristics, Differences, Instructional Program Divisions
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: https://ed.unc.edu/high-school-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A