An Examination of Poverty, Racial and Ethnic Minority Affiliation, English Learner Status, and Special Education in Central Valley School Districts of California

Autor/in	Alvarez, Stefanie Jennifer
Titel	An Examination of Poverty, Racial and Ethnic Minority Affiliation, English Learner Status, and Special Education in Central Valley School Districts of California
Quelle	(2011), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Stanislaus
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-1090-9
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; Learning Disabilities; Social Justice; Evidence; Special Education; Second Language Learning; School Districts; Disproportionate Representation; Poverty; English Language Learners; Disadvantaged; Socioeconomic Status; Academic Achievement; Minority Groups; Student Placement; Correlation; At Risk Students; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning handicap; Lernbehinderung; Soziale Gerechtigkeit; Evidenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Zweitsprachenerwerb; School district; Schulbezirk; Armut; Socio-economic status; Sozioökonomischer Status; Schulleistung; Ethnische Minderheit; Schülerpraktikum; Korrelation; Kalifornien
Abstract	The Individuals with Disabilities Act of 2004 (IDEA) was reauthorized to include accountability targets to address disproportionality in special education categories. While socioeconomic disadvantaged students were not identified as a target subgroup by IDEA, the goal of closing the achievement gap for all students has been at the forefront in education. However, historically at-risk populations, including students in poverty, minorities, English Learners, and students receiving special education services, continue to be left behind. Rooted in social justice through education, an exploratory study examining possible links poverty, minorities, and English Learners have in Specific Learning Disability placement was conducted. The population included 58 Central Valley school districts of California. A series of Bivariate correlations followed up by partial correlations found that districts with high poverty rates also had high SLD placement rates. Primary correlational results suggested students in poverty are placed in special education under the SLD category at disproportional rates. Follow-up partial correlations provided evidence that student SLD placement is complex, in that multiple variables contribute to SLD placement, not one sole factor. [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/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10