University–Urban School District Partnership for Special Education Reform: Findings From Analysis of Student Data

• In Event: Park Central Roundtable Session 12
  In Roundtable Session: Roundtable Session: Special Education at the Forefront

Abstract

This study critically examines trends and patterns associated with placement along the continuum of alternative placements (including placement in or outside of neighborhood schools), demographic factors (race, free lunch, ELL status, disability) and their relationships to academic outcomes for SWD (standardized assessments, graduation rates) for the disability categories of autism, emotional disturbance, intellectual disability, and specific learning disability. We use Theorharis’ (2007) social justice leadership framework as the lens for our analysis. Descriptive analysis, cross-table Chi-square analysis, and group-comparison and logistic regression were used for this inquiry. The results of this study suggest further qualitative research at the district and school levels may shed some light on the lack of clear patterns regarding placement of students across the continuum.

Authors

• Julia M. White, Syracuse University

• Qiu Wang, Syracuse University

• Meghan E Cosier, Chapman University

• Christine Elaine Ashby, Syracuse University

• Amy Evans, Syracuse City School District

• Paul Bern, Syracuse University