What do we know about dually identified students? An emerging research agenda

Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students. Dually identified students (also referred to as English Learners with Disabilities, ELLWD) are students who qualify for English Learner (EL) services and Special Education (SPED) services. In this research summary, we explore questions that our district partners have raised about this student subgroup to begin developing an emerging research agenda that can help guide future study designs.