BILINGUAL STUDENTS IN SPECIAL EDUCATION: STRIVING FOR ACADEMIC SUCCESS IN TEXAS PUBLIC SCHOOLS
DOI:
https://doi.org/10.46827/ejes.v12i12.6440Parole chiave:
English language learners, bilingual education, special education, academic achievement, standardized assessments, professional developmentAbstract
All students – whether English language learners, students receiving special education services, or students in on-level classes – deserve access to a high-quality and appropriately-differentiated education. Historically, bilingual education in the United States has evolved significantly, beginning as early as the 1820s with English speakers learning Spanish. In Texas, bilingual education has been formally recognized since 1973, with a strong focus on supporting students with limited English proficiency. Today, Texas public schools educate over 5.5 million students, over 20% of whom are identified as emergent bilinguals. In response to this growing demographic, Texas Senate Bill 560 was recently enacted to improve and expand bilingual education programs. This study examines the academic performance of bilingual students in special populations compared to their on-level peers. It addresses the following research questions: (1) What are the academic achievement trends of bilingual students receiving special education services compared to on-level bilingual students in Texas public schools?, (2) To what extent does bilingual special population student performance on standardized state assessments reflect academic growth compared to their on-level bilingual peers?, and (3) How do stakeholder-driven policies and professional development initiatives influence the long-term academic and postsecondary success of bilingual students in Texas public schools? Guided by the framework of the Every Student Succeeds Act, this study investigates whether the academic outcomes of bilingual special population students align with those of on-level students in Texas public schools. Although findings suggest that bilingual special population students may not outperform on-level peers, they do demonstrate measurable academic growth on state-mandated tests. Furthermore, the results underscore the significant role that instructional practices play in influencing student achievement.
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