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ERIC Number: ED427061
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Improved Model for Evaluating Minority and Non-Minority Students with Learning Disabilities.
Obringer, S. John
Due to the significant over-representation of minority students identified as learning disabled, this study investigated the effects of modifying the discrepancy formula between intelligence and achievement commonly used to identify and place school age students in learning disabled programs. Three modifications were applied to the discrepancy formula using a sample of 124 students currently being served in learning disabled classes in a school district in Mississippi. The modifications to the discrepancy formula consisted of the following: (1) using only the full scale intelligence quotient (IQ), thereby eliminating the choice of using the higher of the verbal or performance IQ; (2) raising the full scale IQ to a minimum of 85; and (3) raising the discrepancy between intelligence and achievement scores to approximately 1.5 standard deviations (22 points) with the sole use of full scale IQ. The results indicate that raising the minimum full scale IQ to 85 in the discrepancy formula resulted in the greatest reduction in the over-representation of minority students being placed in classes for students with learning disabilities. Suggestions for future research in this area are offered. (Contains 2 tables and 12 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi