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ERIC Number: EJ1014933
Record Type: Journal
Publication Date: 2013-Aug
Pages: 27
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0002-8312
Equity or Marginalization?: The High School Course-Taking of Students Labeled with a Learning Disability
Shifrer, Dara; Callahan, Rebecca M.; Muller, Chandra
American Educational Research Journal, v50 n4 p656-682 Aug 2013
Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students' academic preparation for high school and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities. (Contains 9 notes, 1 figure, and 3 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A