1. Shoreline School District, Washington USA
School Psychology in the 21st Century: Objective Tests; Subjective Decision-Making
Steve Hirsch, PhD, NCSP
Shoreline School District, Washington USA

2. the reality of disproportionality
Since the dawn of time (1976) special education rosters have been dominated by a greater than proportional frequency of students from ethnic minorities

3. Did integration end discrimination?
We integrated the school but not the classroom

4. Special Education has been called “Institutional Racism”
Does Special Education placement create racial inequality?

5. the research literature focus
inappropriate referral-white teachers and white administrators do not understand the behaviors and learning styles of ethnic minorities so refer more to sped or discipline
questionable validity of tests - tests used in psych0- educational assessment were developed, administered, scored and interpreted by white psychologists

6. Our Concept and measurement of intelligence

7. placement in Special education
IS more than referral
Referral Proportionality
Decision to Test
Eligibility based on assessment
Exit from Sped?
Minority Overrepresentation

8. Study one
Followed the fates of over 250 students whose progress was of concern and brought to building team

9. Four questions for the four gates
1. Is the proportion of minority referral similar to that found in the general education population?
2. Of the referrals, is the proportion of minority students to be formally assessed equal to that of non-minority students?
3. Of those tested, is the proportion of minority students being found eligible for sped equal to that of non-minority students?
4. Is the proportion of minority students being recommended for exit from a special education program similar to their proportion within that special education population?

10. Methodolgy
Caveats
Ethnicity is ambiguous. Compared Caucasian to minority.
Handicapping category arbitrary. All handicapping categories combined

11. No difference in referral rates
GAte 1-referral
No difference in referral rates

12. Gate 2-Decision to formally assess
Significant disproportionality p<.01

13. No difference in eligibility rates
GAte 3: Eligibility
No difference in eligibility rates

14. Gate 4:Likelihood to exit
Significant disproportionality: p<.01

15. Study two: Going Forward to the PAST
Why would we be referring more minorities to special ed testing and why aren’t ethnic minorities being considered for exiting?
Could our decisions to test and to exit be impacted by subconscious stereotypes?

16. Projecting personal unresolved conflicts on ambiguous images
Projectives
Projecting personal unresolved conflicts on ambiguous images
The assumption of the projective is that when you get a client talking about an ambiguous figure, the begin to project unresolved conflict etc. on the figures in the picture. I tried to do the same thing with a set of ambiguous data.

17. Do we interpret identical data in different ways due to ethnicity of student?
Everything was counter-balanced in that a particular teacher or psychologist received one of four ethnicities for referral and one of four for exit decision
Every subject received two scenarios
one referral; one exit
All data identical (except ethnicity of student)

18. -for early evaluation with intent to exit from special education ?
REsearch Question I
Is there a significant difference in the proportion of Latino, vs. White, vs.Black vs. Asian students who are viewed as appropriate candidates :
-for formal assessment?
-for early evaluation with intent to exit from special education ?

19. research question ii
Are the factors contributing to the decisions different for the differing ethnicities?
Test Data
Progress Data
Background Data
Class Data

20. Ethnicity and REFerRal for formal special education assessment
When looking at identical data
When it comes to the decision to pursue more intervention and hold off on referring to either sped or 504,  Whites and Asians are given more time to progress (White-56%; Asian-50% vs. Latino-41%; Black-42%)

21. Ethnicity and early Re-evaluation for exiting
When looking at identical data

22. Key factors affecting referral AND EXIT FROM SPECIAL EDUCATIONB
Background included the fact that there were being raised by single parent and non-English speaking grandma was watching them.
General concerns included fact that they had been identified as ADHD when younger but no follow-up and they love videogames, not homework
Background Data
Progress Data

23. What are we trying to say here?
If a student is Black or Latino, we go beyond the objective data before making a decision-we pay attention to the fact that there is a single mom or that they are being cared for by a non-english speaking grandma, or that they have ADHD or are not very motivated. And what is worse, we are very likely to not push to exit them when the data says that we should.

24. Going forward to the past: while our instruments may be objective
Our Decision-making is subject to subconscious stereotypes

25. Psychs must know better, right?
Scenario study extended to Washington School Psychologists
126 WA. Psychologists responded to same scenarios;
-Hypothesis: Psychologists focus on disability and objective data;
There will be no difference between ethnicities
in either referral or early evaluation to exit

26. Psychs must know better, right?
Scenario study extended to 125 Washington School Psychologists

27. Subjective decision-making among WA. PSychs

28. Subjective Decision-Making among WA. PsychS

29. In Shoreline-Latino and black students not exited; statewide: asian students not exited

30. What is going on?
“When teams are dealing with students of a population that they are lacking in knowledge of and lacking in trust that the family and community can support the student, they err on the side of continuing to provide the support of Special Education.”  

31. What’s different between Shoreline and the State?
Shoreline is some 60% White but the proportion of Asian students is nearly 20% while Latino students only comprise 7% of the population. Shoreline teams are quite familiar and comfortable with dealing with students and families of Asian heritage, but not Latino.

32. What’s different between Shoreline and the State?
Washington as a state is only 7% Asian but nearly 20% Latino; the exact opposite of Shoreline.

33. What is going on?
“When teams are dealing with students of a population that they are lacking in knowledge of and lacking in trust that the family and community can support the student, they err on the side of continuing to provide the support of Special Education.”  

34. Where to from Here?
Increase team awareness that subjective stereotypes interfere with our interpretation of objective data
Clarify purpose of SpEd with staff and teams-its not to ‘help kids’ but rather support equal access given disability
Develop or strengthen Multi-tiered Models of System Support so that SpEd is not the ONLY path to graduation for some
Develop criteria and process for initiating exit from Sped

35. The elephant in living room: an alternative hypothesis
Maybe its not the subconscious stereotype that is leading to the retention of some students in the Special Education classroom.
Maybe our SpEd curriculum or instructional style is simply not reaching some populations (or we don’t think that its reaching them)