The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology. This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings. The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included.
","abstract_html":"<p>The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology. This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings. The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included.</p>","abstract_has_math":false,"creators":["Alvarez, Dante"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Antonio Serna"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:36:00Z","subjects":["English as a Second Language","School administration","Special education","Hispanic American studies","Risk factors","Perceptions","Directors","California","Education","Social sciences","Directors of Special Education","ELL","ESL","English language learners","Latino","Placement","Testing","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781109733044"],"render_values":[{"text":"9781109733044","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/104","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Antonio Serna"]},{"key":"dc:creator","label":"Author","values":["Alvarez, Dante"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:55:08Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English as a Second Language","School administration","Special education","Hispanic American studies","Risk factors","Perceptions","Directors","California","Education","Social sciences","Directors of Special Education","ELL","ESL","English language learners","Latino","Placement","Testing","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781109733044","https://scholarlycommons.pacific.edu/uop_etds/104"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology. This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings. The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included.
"]},{"key":"dc:source","label":"Dc Source","values":["72"]},{"key":"dc:title","label":"Title","values":["Factors that may contribute to the placement of Latino English language learners in special education: Perceptions of Directors of Special Education in California"]}]}],"canonical_facts":{"dc:contributor":["Antonio Serna"],"dc:creator":["Alvarez, Dante"],"dc:date.available":["2018-06-29T08:55:08Z"],"dc:description.abstract":["The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology. This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings. The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included.
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