Low Performance on High-Stakes Test Drives Special Education Referrals: A Texas Survey

Fielding, Cheryl

doi:10.1080/00131720408984619

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…These students enjoy solving real-life problems but only if the activities presented are activities in which they can interact with their peers. However, researchers (e.g., Fielding, 2004) have documented that school referral rate leads to time off task for students that may be linked to a decrease in test scores (in this study, specifically the Texas Assessment of Knowledge and Skills assessments) and to students being referred for special education services. Though not specific to just Black students, peers become very important during this time period, and most students are highly influenced by their peer group and work to conform to the guidelines established by that group (Irvin et al, 2006).…”

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confidence: 80%

“…Skiba, Peterson, and Williams (1997) discovered that behaviors that led to office referrals in middle school were primarily not behaviors that threatened school safety but actions that evidenced disobedience and disrespect. However, researchers (e.g., Fielding, 2004) have documented that school referral rate leads to time off task for students that may be linked to a decrease in test scores (in this study, specifically the Texas Assessment of Knowledge and Skills assessments) and to students being referred for special education services.…”

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confidence: 80%

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Middle School Black and White Student Assignment to Disciplinary Consequences

Hilberth

Slate

2012

Education and Urban Society

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Disciplinary consequences assigned to all Texas middle school Black and White students (n = 172,551 Grade 6 students; 173,671 Grade 7 students; 175,730 Grade 8 students) for the 2008-2009 school year were analyzed to determine the extent to which statistically significant differences were present between the proportion of Black students and the proportion of White students assigned discipline consequences. Black students received in-school suspension at more than twice the percentage of their representation in the overall student sample population. Similar results were present for out-of-school suspension, with proportionately more Black students being assigned to out-of-school suspension than White students. Although the number of students assigned to disciplinary alternative education program placement was small, Black students were still assigned to this disciplinary consequence at a much higher percentage than were White students. A lack of equity was clearly demonstrated in the overrepresentation of Black middle school students assigned to disciplinary consequences.

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confidence: 80%

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confidence: 80%

Middle School Black and White Student Assignment to Disciplinary Consequences

Hilberth

Slate

2012

Education and Urban Society

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“…tion, many states allow special education students to be exempted from taking state-level exams. In these states, teachers sometimes feel pressure to ensure passing scores for their students and therefore may rush to refer lowachieving students to special education, whether they have a disability or not (Fielding, 2004). Although No Child Left Behind limits the percentage of students with disabilities who can be exempted, this provision has not been fully realized.…”

Section: High-stakes Testingmentioning

confidence: 99%

Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners

Chamberlain¹

2005

Intervention in School and Clinic

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Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher— student and teacher—parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities.

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What Teacher Educators Should Know about Poverty and Special Education

Manning

Gaudelli

2006

Teacher Education and Special Education: The Journal of the Tea

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In this paper, we examine some modern myths of poverty and special education. Mythology has been a staple of curriculum for many years, particularly in the early grades. Students study mythology to understand historical societies, unearthing cultural values and mores communicated through fables. Not so benign are myths related to poverty and education, they perpetuate stereotypical thinking about special education and economically disadvantaged children. Mythology provides an ideal avenue by which teachers committed to social justice can begin to explore contemporary myths of poverty and education. We articulate three myths about special education and poverty herein, examining ways in which teachers can confront issues of equity through the study of contemporary mythology. Additionally, we suggest possible adaptations for teacher educators.

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Low Performance on High-Stakes Test Drives Special Education Referrals: A Texas Survey

Cited by 4 publications

References 6 publications

Middle School Black and White Student Assignment to Disciplinary Consequences

Middle School Black and White Student Assignment to Disciplinary Consequences

Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners

What Teacher Educators Should Know about Poverty and Special Education

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