Special Education Status of Emergent Bilingual Students: A Pre- and Post-Pandemic Analysis of Reading for Texas Grade 8 Students
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| Title: | Special Education Status of Emergent Bilingual Students: A Pre- and Post-Pandemic Analysis of Reading for Texas Grade 8 Students |
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| Language: | English |
| Authors: | Teresa DeAlba, John R. Slate, Cynthia Martinez-Garcia, Clare A. Resilla |
| Source: | International Journal of Educational Leadership Preparation. 2025 20(1):185-205. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Bilingual Students, Special Education, Grade 8, COVID-19, Pandemics, Reading Achievement, English Learners, Students with Disabilities, Achievement Gap |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| ISSN: | 2155-9635 |
| Abstract: | The extent to which differences were present in the Texas state-mandated Reading assessment for Emergent Bilingual students by their special education status (i.e., Not Special Education, Special Education) for five school years was addressed. Data were collected from the Texas Education Agency Public Education Information Management System for all Grade 8 students for the two years prior to the pandemic (2017-2018 and 2018-2019) and the three years following the pandemic (2020-2021, 2021-2022, and 2022-2023). Lower percentages of Emergent Bilingual students in special education met grade level standards compared to Emergent Bilingual students not in special education. Notably, higher percentages of these students met grade level standards in the post-pandemic years, except for the 2020-2021 school year. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476594 |
| Database: | ERIC |
| Abstract: | The extent to which differences were present in the Texas state-mandated Reading assessment for Emergent Bilingual students by their special education status (i.e., Not Special Education, Special Education) for five school years was addressed. Data were collected from the Texas Education Agency Public Education Information Management System for all Grade 8 students for the two years prior to the pandemic (2017-2018 and 2018-2019) and the three years following the pandemic (2020-2021, 2021-2022, and 2022-2023). Lower percentages of Emergent Bilingual students in special education met grade level standards compared to Emergent Bilingual students not in special education. Notably, higher percentages of these students met grade level standards in the post-pandemic years, except for the 2020-2021 school year. |
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| ISSN: | 2155-9635 |
