ERIC Number: ED235238
Record Type: RIE
Publication Date: 1983-Apr-15
Reference Count: 0
Assessment Procedures and Enrollment Patterns of Cuban-Americans, Mexican-Americans, and Puerto Ricans in Special Education and Gifted Programs.
This descriptive study investigated the relationships between frequency of use of selected modifications in the assessment process of the Hispanic student, and subsequent enrollment patterns into special education. A 35 item questionnaire was mailed to 157 administrators of special education in six states. The most frequently used assessment procedure was the administration of language dominance tests, followed by the administration of nonverbal assessments and the use of criterion-referenced measures. Least frequently used were local norms and opportunities for Hispanic students to increase test-taking skills. While findings revealed Hispanic students to not be over-represented in special education, results showed Hispanic students to be enrolled in programs for the learning disabled in far greater numbers than in programs for the educable mentally retarded. Contingency table analysis and application of chi-square and gamma revealed five variables to be statistically significant. These were: (1) criterion-referenced tests; (2) activities to increase test-taking skills; (3) local norms; (4) pluralistic assessments; and (5) inclusion of an Hispanic on decision-making committees. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 11-15, 1983).