Abstract
Intersectionality is a theoretical framework adopted in various disciplines to uncover the relationship between identity traits and marginalization in society (Bauer et al., 2021; Crenshaw 1989). In education, there is a need to expand the application of intersectionality theories to quantitative studies to explore interactions among demographic characteristics that increase students’ risk for academic failure. While English Language Learners (ELLs), students with disabilities (SWDs), and economically disadvantaged students (EDSs) have persistently been described as academically underperforming (Soland & Sandilos, 2021; Gilmour et al., 2019; Reardon, 2013), there is a dearth of research aiming at understanding the unique needs of students who are a combination of ELLs, SWDs, and/or EDSs. The present dissertation quantifies the cumulative disadvantage of intersectional subgroups of ELLs, SWDs, and EDSs through measures of odds ratios and absolute risks. The analysis of students’ performance on the Florida Standards Assessments (FSA) from 2014 to 2022 reveals intersectional interactions between language, disability, and economic status that make ELLs with disabilities the most disadvantaged subgroup, with significantly higher odds for failure in English Language Arts than Mathematics, and in 8th than 4th grade. The magnitude of their risk for academic failure provides compelling evidence for the need of joint efforts from different stakeholders in education to support these students thriving inside and outside the classroom.