Oregon’s K-12ELL/SPED students:

Data & outcomes

• Monitoring of disproportionality by federal and state education departments.

• Basic Facts related to Oregon’s SPED/ELL students.

• What does Oregon’s K-12 ELL/SPED population data suggest?

• Awareness of the implications this information has for your district.

Objectives

Race 2009 PopulationAbsolute Change

2000 – 2009

Percentage Change

2000 - 2009

Total 307,806,550 24,834,539 8.8

Non-Hispanic 258,587,226 12,057,648 4.9

White 199,851,240 4,088,448 2.1

Black 37,681,544 3,276,661 9.5

AIAN 2,360,807 256,564 12.2

Asian 13,686,083 3,233,417 30.9

NHPI 448,510 79,260 21.5

Two or More Races 4,559,042 1,123,298 32.7

Hispanic 48,419,324 12,776,945 35.8

U.S. POPULATION CHANGE BY RACE & ETHNICITY, 2000-2009

RaceAbsolute Change

2000 - 2009 Percent of Total

Total 24,834,539 100

Non-Hispanic 12,057,648 48.6

White 4,088,448 16.5

Black 3,276,661 13.4

American Indian 256,564 1.0

Asian 3,233,417 13.0

Native Hawaiian 79,260 0.3

Two or More Races 1,123,298 4.5

Hispanic 12,776,945 51.4

SHARES OF NET POPULATION GROWTH 2000-2009

1997-1998 2009-2010 1997-98 to 2009-10

Number of students

Percent of all students

Number of students

Percent of all students

Change in number of students

Percent change

White 452,163 83.7% 379,038 67.5% -73,125 -16.2%

African American

14,139 2.6% 15,485 2.8% 1,346 9.5%

Hispanic 43,712 8.1% 109,842 19.6% 66,130 151.3%

Asian/Pacific Islander

19,189 3.6% 25,927 4.6% 6,738 35.1%

Native American

11,156 2.1% 10,850 1.9% -306 -2.7%

Multi-race/ethnic

N/A 15,190 2.7%

Not reported N/A 5,366 1.0%

Oregon Relevance

Oregon K-12 Ethnicity Categories all Students 1997-1998

Title VI 1964 Civil Rights Act:

Civil Rights Act: protection from racial & language discrimination

• Under Title VI it’s illegal to discriminate based on: race, color, and national origin.

• Office of Civil Rights works to prevent school districts assigning students to special education programs solely on basis of students’ inability to speak English.

• Overrepresentation implicates issues of racial, cultural, linguistic diversity, and disability status.

ELL students also protected by Equal Educational Opportunities Act:

EEOA: prohibits discrimination of educational services to any student because of race, color, sex, or national origin. Office of Civil Rights responsible EEOA enforcement.Includes standard to determine if school district meeting legal obligations to ELL students, and Prohibits “… failure by an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

• Disproportionality: –The state of being disproportional–Disproportional: out of proportion

Disproportionality

W H API AA M N X

67.5% 19.6% 4.6% 2.8% 2.7% 1.9% 1%

Example of special education disproportionality

W H API AA M N X

35% 25% 4.6% 22.4% 6% 4% 3%

The over or under-representation of a specific race or ethnicity in a given category as compared to a typical standard

1998-1999 African American students = 14.8% of population but = 20.2% of students with disabilities.

2000 -2007 a 35% increase in minority student enrollment in public education.

2009-10 African American students = 12.6% of population, but average rate of identification w/ Intellectual Disability across states = 25.5%.

African American Students identified w/ Intellectual Disability and Emotional Disturbance at greater rates than White students.

Why Monitor Disproportionality?Alexa Posny, Director OSEP explains:

What implications does this data have for K-12

education and educators in Oregon?

Eligibility

Identification for special education by race/ethnicity:

B9 Inappropriate Identification

1. ≥10 students in special education by race/ethnicity category, and

2. ≥10 students in special education across other race/ethnicity categories, and

3. +20% difference in the identified special education population from the overall district population by race/ethnicity category, and

4. Weighted risk ratio of >4.0 by race/ethnicity category

Identification by race/ethnicity by disability type:

B10 Inappropriate Identification

1. ≥10 students in disability category by race/ethnicity, and

2. ≥10 students in disability category across other race/ethnicity categories, and

3. +20% difference in the disability category from the overall district population by race/ethnicity category, and

4. Weighted risk ratio of >4.0 by race/ethnicity category

K-12 Oregon 2010-2011 SPED Eligibility Categories

K-12 Eligibility Categories – ELL/SPED 2010-2011

Placement

B5 Federal Placement Distribution Measurement

State Target

Regular Class 80% or more of their day

70% or more

Regular Class less than 40%

10.8% or less

Separate School or Residential Facility

2.0 or less

Federal placement distribution (LRE) by setting and race/ethnicity:

1. ≥ 3 students in special education by race/ethnicity category who received long-term discipline, and

2. +20% difference in the special education race/ethnicity population who received long-term discipline from the overall district population by race/ethnicity category

3. risk ratio analysis of >2.0* by race/ethnicity category – Incidence = cumulative # of suspension or expulsion

incidents – Duration = suspension or expulsion totaling greater

than 10 days – Type = out of school suspension or expulsion

Long-term discipline: incidence, duration, type and interim service delivery B4A - by race/ethnicity B4B

ELL/SPED student outcomes

2009-10 Oregon Graduation Rates (2005-06 9th Grade Cohort)

Cohort 2005-2006

4 year cohort Non ELL 67.6

4 year cohort ELL 51.4

5 year cohort Non ELL 70.3

5 year cohort ELL 57.2

Resources:• http://www.ode.state.or.us/teachlearn/testing/

admin/alt/ea/ed_policy_analysis_archives-disproreparticle_2.pdf

• http://www.nasponline.org/publications/cq/pdf/V38N7_CulturallyCompetentAssessment.pdf

• http://www.nccrest.org/Briefs/Legal_Brief.pdf

• http://nepc.colorado.edu/files/ResourceSheet_School_10-3.pdf

Thank you for your attention!!