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Dever, Bridget V.; Raines, Tara C.; Dowdy, Erin; Hostutler, Cody – Journal of Negro Education, 2016
Current research places an emphasis on outcomes, rather than the processes, that lead to disproportionality in special education. In most instances, referrals for special education are based on teacher perception, rather than data. Using a norm-referenced self-report instrument to assess behavioral and emotional risk, this study compared those…
Descriptors: Disproportionate Representation, Special Education, Screening Tests, Comparative Analysis
Anderson, Kenneth Alonzo – Journal of Negro Education, 2015
In this article, optimal resource theory (ORT) is introduced as a research framework to enhance student outcomes and inform best-practices in schools. ORT uses historical research perspectives and limitations from existing theories to inform its development. ORT principles are described and a national dataset is used to demonstrate the efficacy of…
Descriptors: Models, Academic Achievement, African American Students, Males
Banks, Joy; Hughes, Michael S. – Journal of Negro Education, 2013
The purpose of this study was to present the academic experiences and perspectives of undergraduate African American male students labeled with disabilities. This study was intended to investigate an underexplored area that crosses the boundaries of ethnicity, disability, and postsecondary education. The students' reflections offer three key…
Descriptors: African American Students, Males, Undergraduate Students, Students with Disabilities
Toldson, Ivory A. – Journal of Negro Education, 2011
For the data presented in this report, the author analyzed 17,587 Black, Hispanic, and White male and female students (Black males; N = 1,149) who completed the High School Longitudinal Study of 2009 (Ingels et al., 2011). This is a brief report from a larger study completed under the auspices of the National Dropout Prevention Center for Students…
Descriptors: Honors Curriculum, Dropout Prevention, Disabilities, Gender Differences
Serpell, Zewelanji; Hayling, Charlayne C.; Stevenson, Howard C.; Kern, Lee – Journal of Negro Education, 2009
African American males are overrepresented among youth in special education identified as having emotional and behavioral disorders. Compared to other youth in special education, they have the least access to needed services and the worst social and academic outcomes. Little empirically supported guidance exists to inform the development of…
Descriptors: Behavior Disorders, Educational Policy, Special Education, African American Students
Anderson, Kenneth A.; Sadler, Camelia I. – Journal of Negro Education, 2009
Longitudinal research on reading curricula and skills that predict future reading achievement for African American males in special education is quite limited. Using a national sample over a five-year period, this study highlights reading skills most associated with later reading achievement for African American males in special education. For…
Descriptors: Reading Comprehension, Reading Achievement, Reading Skills, Males
Patterson, Karen B. – Journal of Negro Education, 2005
The use of appropriate interventions is a critical component of educating students, particularly African Americans in special education. The purpose of this study was to examine the effects of guided notes on the academic performance of eight African American boys identified as having emotional or behavioral disorders (EBD) and learning…
Descriptors: African American Students, Males, Program Effectiveness, Intervention
Peer reviewed
Morrison, Harriet R.; Epps, Beverly D. – Journal of Negro Education, 2002
Examines juvenile correctional facilities, populations served, and educational programs offered. Statistics on social indicators for young African American males, who are overrepresented in the juvenile correctional system, create a profile of incarcerated youth. Examines the role of special education programs in placing young African American…
Descriptors: Black Students, Correctional Education, Elementary Secondary Education, Juvenile Justice
Peer reviewed
Harry, Beth; Anderson, Mary G. – Journal of Negro Education, 1994
Focuses on the issues related to the student classification process and the disproportionate placement of black males in special education programs. The meaning and implications of the following classifications are discussed: educable mental retardation, serious emotional disturbance, specific learning disability, speech impairment, and trainable…
Descriptors: Academic Achievement, Blacks, Classification, Educationally Disadvantaged
Peer reviewed
Foster, Gail – Journal of Negro Education, 1992
Describes the work of the Toussaint Institute, a nonprofit organization that places African-American male students in about 53 African-American independent schools in New York City. The institute investigates the schools, places and monitors students, and helps schools become local and national resources. Advantages of these schools are described.…
Descriptors: Academic Achievement, Black Institutions, Black Students, Early Intervention