Abstract
The Individuals with Disabilities Education Act (IDEA) requires annual data collection to monitor the provision of special education services, yet federal reports rarely disaggregate trends for English learners (ELs). In merging all available annual data files required under IDEA from 2006 to 2020, the present study provides the first large-scale examination of trends in the school experiences and outcomes of ELs with disabilities. Results show that while EL overrepresentation in special education is limited, the population has increased by more than 50%, with growth rates substantially higher by disability type (autism spectrum disorder and developmental delay) and geographic region (U.S. Midwest and Northeast). Analyses of school outcomes show consistently lower rates of suspension, general education inclusion, and high school graduation for ELs with disabilities relative to non-ELs with disabilities. Test score trends from the National Assessment for Education Progress reveal stagnation for ELs with disabilities and a consistent gap relative to non-ELs with disabilities. The study has implications for how schools prepare for changing student demographics in special education and improve student outcomes.
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