ERIC Number: EJ1016465
Record Type: Journal
Publication Date: 2013-Mar
Abstractor: As Provided
Reference Count: 44
Disproportionality among African American Students at the Secondary Level: Examining the MID Disability Category
Jasper, Andrea D.; Bouck, Emily C.
Education and Training in Autism and Developmental Disabilities, v48 n1 p31-40 Mar 2013
Concern and research involving the overrepresentation of African American students in the category of mild intellectual disability (MID) has existed for over four decades. Yet, little research focuses exclusively on the disproportionate representation of African American students at the secondary level. This study analyzed the National Longitudinal Transition Study-2 (NLTS2) data using composition index and relative risk ratio approaches to explore the proportion of African American students in the disability category of MID at the secondary level. Additionally, logistic regression analyses were used to examine whether ethnicity predicted the likelihood of a student being identified as MID. African American students were overrepresented in the disability category of MID and logistic regression results indicated ethnicity predicted the likelihood of students having MID.
Descriptors: African American Students, Mild Mental Retardation, Disproportionate Representation, Secondary School Students, Longitudinal Studies, Regression (Statistics), Ethnicity, Maximum Likelihood Statistics, Racial Bias, Data Analysis, Participant Characteristics, Parent Surveys, Student Surveys, School Surveys, Measurement Techniques, Interviews
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A