Disproportionality and Gaps: Insights Into Diversity, Special Education, and Response-to-Intervention

• In Event: Roundtable Session 104
  In Roundtable Session: Topics in Special Education

Abstract

This study investigated the achievement and relative contribution of minority and English learner status to achievement across states with high and low minority representation, as well as three states identified as having longstanding RtI-type programs, and a random selection of states. Additionally, the proportion of minorities in special education was considered. The goal was to disaggregate and establish the role of minority status to state achievement scores and determine whether the type of state population/longstanding RtI was related to achievement or disproportionality. Two important findings are that the percent of minority students had a negative impact on scores and that RtI states, though comparable to states with moderate minority states, outperformed even the least minority states in math and reading.

Authors

• Maria E. Hernandez Finch, Ball State University

• Mei Chang, University of North Texas

• Gregory J. Marchant, Ball State University