Are Special Education Labels Accurate for Black Children? Racial Differences in Academic Trajectories of Youth Diagnosed With Specific Learning and Intellectual Disabilities

Abstract

The purpose of this study was to understand if special education labels are accurate for Black children. The study examined differences in academic achievement growth trajectories of children diagnosed with learning and intellectual disabilities. Utilizing the Special Education Elementary Longitudinal Study database, a nationally representative sample of students with disabilities, results indicated that significant differences in academic trajectories were present between children who were diagnosed with learning and intellectual disabilities. However, between-group racial differences were evident in academic categories and growth rates. While special education programs are touted to be helpful for student development, these results suggest that Black students are not getting the equal treatment, instruction, and academic benefits as their peers. Consequently, more academic intervention resources should be aimed at Black students to increase their academic

Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children

“…Furthermore, Graves and Ye (2017) examined the academic benefits experienced by Black students in special education. In stark contrast to the intended purpose of special education, results indicated that the growth rate of Black students was 1.02 points less than their White and Hispanic peers.…”

Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model.

“…After controlling for standardized academic achievement (i.e., level), the reports for students identified as SLD had significantly more achievement-related language compared to those identified as not-SLD, which may have reflected the conceptualization of academic challenges. Given the lack of consensus about the true nature of SLDs and how to identify them particularly among diverse students (Graves & Ye, 2017), members of the MDT may have differing conceptualizations of SLD, appropriate assessment practices, and ultimately how to support students in need (Cottrell & Barrett, 2017). As such, MDT members may wish to explore these underlying belief systems explicitly and discuss how student psychosocial factors, such as motivation or effort, relate to SLD identification.…”

Introduction: Incorporating culture in school‐based interventions

“…Despite their growing representation in public school systems, CLD students continue to fall behind academically as demonstrated by state assessment scores, graduation rates, college enrollment, and low representation in gifted and talented programs. Similar outcomes are also evident in the social–emotional and behavioral areas, as CLD students continue to be overrepresented in disciplinary actions, the juvenile justice system, and special education (Graves & Ye, ). Although many programs have been implemented with the goal of promoting equality in education, research suggests that until the cultural reality of CLD students is explicitly addressed in their school‐based SEL and behavioral programs, long‐lasting positive effects will not be obtained.…”