This study aimed to identify variables that may influence English Language Learner reintegration/exit rates from special education. It examined the variables of parental participation, English Language Learner status, and socioeconomic status. A correlational research design using secondary data analysis of an existing data set was conducted. A total of 4,874 students exiting special education were included in the sample. The results revealed that within the analyzed sample, significantly more parents of students exiting special education participated in IEP meetings, compared to the overall proportion in the district. Similarly, significantly more of the students exiting special education were English Language Learners, compared to the overall proportion in the district. Inversely, results revealed that the proportion of students exiting special education who qualified for free or reduced-cost meals (a marker of socioeconomic status) was higher than that of the district as a whole. Further analysis to determine relationships between the variables yielded no significance between the rate of parent participation and the other two dependent variables, however status as an English Language Learner was significantly related to qualification for free or reduced-cost meals. The results indicated that disproportionate representation of English Language Learners and low socioeconomic status groups has a negative effect on reintegration/exit rates from special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]