Date of Award
2026
Document Type
Thesis
Degree Name
Master of Science
College
College of Education and International Services
Program
Special Education, MS
First Advisor
Luana Greulich
Second Advisor
Michael Gayle
Abstract
Problem
The problem addressed was the lack of a clear, consistent definition of Limited English Proficiency, despite its influence on funding, programming, assessment, and student placement. The purpose of the study was to clarify how LEP is constructed and used in educational literature and to explore its impact on assessment practices. This study examines the definition of Limited English Proficiency and its implications for educational assessment and special education placement decisions.
Methodology
An integrative literature review, guided by meta-narrative methodology and structural coding, was conducted using 119 peer-reviewed sources from APA PsycInfo, ERIC, and JSTOR (2001–2023).
Findings
Findings revealed that Limited English Proficiency is inconsistently defined across research, policy, and practice, resulting in variable assessment methods and concerns regarding validity, reliability, and equitable placement decisions.
Conclusions
The study concluded that clearer definitions, standardized proficiency criteria, and evidence-based assessments are essential to reduce over- and underrepresentation of LEP students in special education and to improve educational outcomes for multilingual learners.
Subject Area
Limited English-proficient students; Special education; Track system (Education)
Recommended Citation
Vernon, Christine, "Defining Limited English Proficiency: Implications for Assessment and Special Education Placement Decisions" (2026). Master's Theses. 238.
https://digitalcommons.andrews.edu/theses/238
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.