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Abstract:
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The overrepresentation of African American students in special education coupled with their disproportionate disciplinary sanctions is a contentious educational issue . An examination of extant literature suggests that African American students are more likely to be referred to special education ; placed in a stigmatizing disability category ; educated in a restricted educational settings ; and least likely to return to a general classroom setting . Equally disturbing , these students are more likely to be cited for subjective disciplinary sanctions and least likely to be educated with their peers . This is disturbing because the labeling of special education coupled with disciplinary sanctions can negatively impact this sector of students’ educational opportunities , psychological image , long -term goals and aspirations , and their overall quality of life .
The purpose of this study was to determine the relationship between discretionary removal , special education , and African American students . More specific , this study sought to determine the trends of discretionary removal for special education students as defined by Texas Education Code 37 , and whether these types of disciplinary measures had a disparate impact on African American special education students’ school completion rate .
The findings for this study , revealed a diverse district with a large percentage of economically disadvantaged students and a special education population that was aligned to the state average . Chi -square results revealed a relationship between discretionary removal and Latina /o and White students and students who were identified as economically disadvantaged . In addition , logistic regression results showed ethnicity for Latina /o student who were served by special education was a significant predictor for discretionary removal . Conversely , disability category , economic status , and ethnicity were all significant predictors for school dropouts for special education students who were cited for discretionary removal . Moreover , African Americans who were not evident in the chi -square analysis were significantly associated with discretionary removal . Furthermore , interviews of administrators revealed special education students who did not have an Individual Education Plan (IEP ) that purposefully addressed disciplinary issues were purportedly treated no differently than students without a disability . |