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A Comparison of Eligibility Criteria and Their Impact on Minority Representation in LD Programs
Author(s) -
Colarusso Ronald P.,
Keel Marie C.,
Dangel Harry L.
Publication year - 2001
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/0938-8982.00001
Subject(s) - learning disability , psychology , referral , academic achievement , population , regression analysis , special education , representation (politics) , african american , mathematics education , developmental psychology , demography , clinical psychology , statistics , medicine , mathematics , family medicine , political science , ethnology , sociology , politics , law , history
The purpose of this study was to determine if the application of a regression equation to a standard score formula or the use of two different low‐achievement cut‐off criteria would equalize the proportion of white to African‐American students made eligible for learning disabilities and to determine the possible effects of other aspects of the eligibility process. The authors reviewed 6,036 LD eligibility reports from 137 school systems that represent 88% of the Georgia student population. The results indicate that the regression equation and the two low‐achievement cut‐off criteria significantly increase the number of both white and African‐American students who would be eligible for LD when compared to the standard score formula only. However, none of these alternative criteria was successful in equalizing the proportion of white to African‐American students. The authors examine the issues of disproportionate referral of students, the use of IQ‐achievement discrepancy criteria, and the question of how students with low IQs will be served.