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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
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Special Education Status of Emergent Bilingual Students: A Pre- and Post-Pandemic Analysis of Reading for Texas Grade 8 Students
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  Data: <searchLink fieldCode="AR" term="%22Teresa+DeAlba%22">Teresa DeAlba</searchLink><br /><searchLink fieldCode="AR" term="%22John+R%2E+Slate%22">John R. Slate</searchLink><br /><searchLink fieldCode="AR" term="%22Cynthia+Martinez-Garcia%22">Cynthia Martinez-Garcia</searchLink><br /><searchLink fieldCode="AR" term="%22Clare+A%2E+Resilla%22">Clare A. Resilla</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Leadership+Preparation%22"><i>International Journal of Educational Leadership Preparation</i></searchLink>. 2025 20(1):185-205.
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  Data: International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
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  Data: 21
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink>
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  Label: Abstract
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  Data: 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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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 185
    Subjects:
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Grade 8
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Reading Achievement
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      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Achievement Gap
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      – SubjectFull: Texas
        Type: general
      – SubjectFull: State of Texas Assessments of Academic Readiness (STAAR)
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      – TitleFull: Special Education Status of Emergent Bilingual Students: A Pre- and Post-Pandemic Analysis of Reading for Texas Grade 8 Students
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