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The State of Federal and State Accountability Systems That Support P-12 and Postsecondary Transition Services for English Learners with Disabilities

Do They Exist and What Is the Need?

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Transitioning Children with Disabilities

Part of the book series: Studies in Inclusive Education ((STUIE))

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Abstract

The number of English Language Learners (ELLs) enrolled in P-16 school entities and as college undergraduates in the United States has increased significantly from the 2000 to 2010 U.S. Census increasing to 14% of the public-school population (from 3.7 million to 4.7 million) and 14% of the college student population (The Condition of Education, 2012). As the number of ELLs increases, the number of ELLs identified as possessing a disability has also increased to slightly over 18% of the public school aged population in 2013–2014 (U.S. Department of Education, 2015).

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Authors and Affiliations

  1. Educational Leadership & Policy Studies, Howard University, USA

    Carlette C. Bethea

  2. Philander Smith College, USA

    Zollie Stevenson Jr.

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  1. Carlette C. Bethea
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  2. Zollie Stevenson Jr.
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Editors and Affiliations

  1. Howard University, Washington, DC, USA

    Antonio L. Ellis

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Bethea, C.C., Jr., Z.S. (2017). The State of Federal and State Accountability Systems That Support P-12 and Postsecondary Transition Services for English Learners with Disabilities. In: Ellis, A.L. (eds) Transitioning Children with Disabilities. Studies in Inclusive Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-134-6_5

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  • DOI: https://doi.org/10.1007/978-94-6351-134-6_5

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-134-6

  • eBook Packages: EducationEducation (R0)

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