Ethnicity in Special Education [microform] : A Macro-level Analysis. A Project ALIGN Issue Brief / Melissa Mitchell, Ed
- Bib ID:
- 5606999
- Format:
- Book and Microform
- Author:
- Virginia Commonwealth Univ., Richmond. Commonwealth Inst. for Child and Family Studies
- Online Version:
- https://eric.ed.gov/?id=ED408770
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [S.l.] : Distributed by ERIC Clearinghouse, 1997
- 7 p.
- Summary:
-
This policy brief examines the role of ethnicity in special education by reporting on a study of the impact of base rates of ethnicity on the identification, placement, and graduation rates of children with disabilities. Emphasis is on system characteristics rather than individual student characteristics. The study explored the relationship between the percentage of non-white students in states' school populations and the rates at which special education students are identified, placed in restrictive settings, and graduate from school. States' data were obtained from the National Center for Educational Statistics. Regarding identification, the correlation between percentage of white and the identification rate was quite low, suggesting ethnicity was not related to rate of identification as disabled. As far as placement, the study found that ethnicity was a statistically significant predictor of placement in regular class settings. With regard to graduation, the study examined the relationship of ethnicity to graduation by diploma, by certificate, and by both diploma and certificate. Ethnicity was not significantly related to graduation by diploma or diploma and certificate combined, but was moderately correlated with graduation by certificate. Scattergraphs and tables detail the study's findings. (DB)
- Notes:
-
- Availability: Donald Oswald, Commonwealth Institute for Child and Family Studies, Dept. of Psychiatry, MCV/VCU, P.O. Box 980489, Richmond, VA 23298-0489.
- Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
- Contract Number: H023A50114.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1997
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- School Completion Rates for Children with Disabilities [microform] : The Role of Economic and Demographic Factors. A Project ALIGN Issue Brief / Melissa Mitchell, Ed
- Placement in Regular Classes and Separate Facilities [microform] : The Role of Economic and Demographic Factors for Children with Disabilities. A Project ALIGN Issue Brief / Melissa Mitchell, Ed
- State Special Education Funding Formulas [microform] : Issues in Implementing Both FAPE and LRE. A Project ALIGN Issue Brief / Melissa Mitchell, Ed
- Money Matters. Federal Financial Support for Special Education: What's the Right Formula? [microform] : A Project ALIGN Issue Brief / Melissa Mitchell, Ed
- Leaving School [microform] : Implementing Transition Planning: What Data and State Experiences Can Tell Policy Makers and Educators. A Project ALIGN Issue Brief / Melissa Mitchell, Ed