Author(s)

Katie Aspinwall

Date Approved

8-21-2012

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Psychology

College

College of Science & Mathematics

First Advisor

Dihoff, Roberta

Subject(s)

Children with disabilities--Identification;Racism

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

Education's history has been shadowed by disparities in the quality of education delivered universally. Particularly highlighted are the disparities between the cases of socioeconomic status and racial background. Special education has been identified for decades as containing an overrepresentation of minorities classified. This study has analyzed retrospective data from the New Jersey Department of Special Education public website to examine if this pattern of overrepresentation of minorities continues to be represented in the population that returns to general education. The current study also analyzed the District Factor Grouping to investigate the implications of the school district's socioeconomic status in relation to declassification of special education students. Preliminary analysis of the retrospective data has shown that results may yield that minorities are underrepresented in the population that returns to general education. More analysis is necessary between District Factor Grouping and the population who were declassified before any relationship can be made.

Share

COinS