The authors examined the college-ready graduate rates of two groups of students in the state of Texas for the 2006-2007 and 2007-2008 school years: students classified as Limited English Proficient and students receiving special education services. Data from a state-mandated exit test administered to 11th graders revealed disturbingly low percentages of both groups of students who were college-ready in reading and math. Statistically significant differences were present in these subject areas among these groups of students. Implications for educational leaders are discussed. ACCESS FULL MANUSCRIPT AT:

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