The Impact of English Language Learner Status on Screening for Emotional and Behavioral Disorders: A Differential Item Functioning (DIF) Study

Autor/inn/en	Lambert, Matthew C.; Garcia, Allen G.; January, Stacy-Ann A.; Epstein, Michael H.
Titel	The Impact of English Language Learner Status on Screening for Emotional and Behavioral Disorders: A Differential Item Functioning (DIF) Study
Quelle	In: Psychology in the Schools, 55 (2018) 3, S.229-239 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Matthew C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22103
Schlagwörter	English Language Learners; Emotional Disturbances; Behavior Disorders; Screening Tests; Test Bias; Public Schools; At Risk Students + Suchen Sie Ihr Suchwort? Gefühlsstörung; Screening-Verfahren; Testkritik; Public school; Öffentliche Schule
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01