An Examination of Reading and Discipline Data for Elementary and Secondary African American Students: Implications for Special Education

Autor/inn/en	Bowman-Perrott, Lisa; Lewis, Chance W.
Titel	An Examination of Reading and Discipline Data for Elementary and Secondary African American Students: Implications for Special Education
Quelle	In: Multicultural Learning and Teaching, 3 (2008) 2, S.73-98 (26 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1036
Schlagwörter	Elementary Secondary Education; Data Analysis; Student Records; African American Students; Reading Achievement; Discipline; Achievement Gap; Reading Tests; High Stakes Tests; Scores; Elementary School Students; Emotional Problems; Behavior Disorders; Referral; Special Education; Standardized Tests; Change Strategies; Urban Schools; Secondary School Students + Suchen Sie Ihr Suchwort? Auswertung; Schülerakte; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Leseleistung; Disziplin; Lesetest; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Lösungsstrategie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler
Abstract	The achievement gap between African American students and their Caucasian peers has been of concern for quite some time in the field of education (Orfield, Losen, Wald, & Swanson, 2004). As a result, this article examined high stakes reading test scores for 4,135 African American students in grades 3 through 10 in a Midwestern school district. Specific emphasis was placed on examining data for students identified with emotional and behavioral disorders (E/BD; n=90). Also, discipline records were examined to determine the relationship between student test performance and discipline referrals. Recommendations are provided for relevant stakeholders to help improve the academic achievement of African American students with and without disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01