1. IDEA: Examining the Overrepresentation of African American Students with Disabilities from 2013-14
Lakysha Robinson
Kent State University
Texas a&m University, National Science Foundation

2. Overview Introduction Background Literature Review Research Question
Methodology
Results
References
Acknowledgements
Tables

3. Introduction Civil Rights Movement Title IV
IDEA: Individuals with Disabilities Act
All public schools obligated to provide education for students with disabilities
Individualized
Special Education Inequalities
30-40% of African American and White students are arrested
About 50% are unemployed two years after leaving school

4. Background
Wisconsin General education inequalities Black students performed below black students’ national average in all Nation’s Report Card categories Only 10% of black students are math proficient, 8% are reading proficient Milwaukee on of the most hyper-segregated cities in the country Serves over 50% of Wisconsin’s black students

5. Literature Review Teacher Quality Frog Pond Effect
Certified teachers lead to greater student learning gains (Darling-Hammond, 2000)
Strongest negative predictor of student outcomes is proportion of new teachers who are uncertified (Darling-Hammond, 2000)
Frog Pond Effect
Racial Composition
Schools with high minority concentration experience under placement of minority students (Hibel, Farkas, & Morgan, 2010)
Produces advantages and disadvantages; students in minority concentrated gain a class rank advantage (Goldsmith, 2010)
Magnet Schools and Charter schools not evident in research

6. Research Question
Is there an over representation of African American students with disabilities being served under IDEA and if so, what school factors explain this variation?
Does an overrepresentation of African American students with disabilities being served under IDEA exist within schools where they are the minority?

7. Methodology Civil Rights Data Collection 2013-14
School characteristics, programs, and outcomes on all United States public schools
Analyzed high schools from grades 10-12
Variables from data set:
% of Black students under IDEA
% of Black Students Enrolled in Schools
% Teacher Absent > 10 days
Percentage of Certified FTE Teachers
Magnet Schools
Charter Schools
School District

8. Results
In schools with more teachers that are certified there are less black students under IDEA
Magnet and Charter Schools
Not significant
Frog pond effect not evident in districts

9. Limitations Data Set Sample size Achievement data
Not able to specify disabilities
Sample size
Achievement data

10. Directions for Future Research
Merge Common Core Data set for a greater measure of academic achievement
Include all school districts in Wisconsin
Contrast IDEA and Talented and Gifted

11. References
Jordan, K. A. (2005). Discourses of difference and the overrepresentation of black students in special education. The Journal of African American History, 90(1/2),
Losen, D. J., & Orfield, G. (2002). Racial inequity in special education. Harvard Education Publishing Group, 8 Story Street, 5th Floor, Cambridge, MA
Hibel, J., Farkas, G., & Morgan, P. L. (2010). Who is placed into special education?. Sociology of Education, 83(4),
Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational research, 73(1),
Hosp, J. L., & Reschly, D. J. (2004). Disproportionate representation of minority students in special education: Academic, demographic, and economic predictors. Exceptional Children, 70(2),
Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special education a continuing debate. The Journal of Special Education, 27(4),
Farkas, G. (2003). Racial disparities and discrimination in education: What do we know, how do we know it, and what do we need to know?. Teachers College Record, 105(6),
Coutinho, M. J., Oswald, D. P., & Best, A. M. (2002). The influence of sociodemographics and gender on the disproportionate identification of minority students as having learning disabilities. Remedial and Special Education, 23(1),
Oswald, D. P., Coutinho, M. J., & Best, A. M. (2002). Community and school predictors of overrepresentation of minority children in special education. Racial inequity in special education, 1-13.
Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., & Chung, C. G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3),

12. Acknowledgments
National Science Foundation, Research Experiences for Undergraduates
Texas A&M University, Sociology and Urban Planning
Dr. Pat Goldsmith

13. Contact Information
Lakysha Robinson Patrick Goldsmith

14. Questions?

15. Tables

16. Con’t