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The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study
Author(s) -
Lambert Matthew C.,
Garcia Allen G.,
January StacyAnn A.,
Epstein Michael H.
Publication year - 2018
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22103
Subject(s) - ell , psychology , limited english proficiency , ethnic group , poverty , mental health , english language , english language learner , public health , school psychology , language proficiency , drop out , socioeconomic status , medical education , mathematics education , developmental psychology , pedagogy , health care , medicine , teaching method , psychiatry , population , vocabulary development , environmental health , nursing , sociology , anthropology , economics , economic growth , demographic economics
There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high‐risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non‐ELL Latino students.