Segregated Placement Patterns of Students with Disabilities in Three States
University of Virginia
Examine the placement patterns in three states that place nearly half of their students with disabilities in separate classrooms.
Journal Name or Institutional Affiliation:
Vol. 12, No. 4, pp. 432-448
- The significant variables in the regression analysis of the percentage of students in separate placements in the state, were the percentage of urbanization in the states, the percentage of students in poverty in the states, and the percentage of African American students in the states.
- The major reasons provided during interviews were the extent of urbanization, the entrenchment of a private school structure in the state, the disincentives to integrate found in state-funding formulas, and state leadership and commitment.
- The most significant explanatory measure of separate settings was the percentage of African American students in the state.
- The U.S. Department of Education should insist that states change their funding mechanism as a dramatic method of influencing placement.
African American, Segregation
Secondary Survey Data
Method of Analysis:
3 specific states
Unit of Analysis:
- Studied New York, Louisiana, and New Jersey.
- Three data sets: 1) 1992 Seventeenth Annual Report to Congress on the Implementation of IDES conducted by the U.S. Department of Education, Office of Special Education Programs (OSEP) which tracks the type of placement 2) U.S. Department of Education's Office of Civil Rights (OCR) (1992).Which tracks race, ethnicity, and amount of time spent in special education 3) Social and economic variables
- DV: Percentage of separate placements in the state (students in separate or private classes or schools)
- IV: Percentage of state urbanization, students in poverty and African American students in the state, per capita income
- Telephone interviews and regressions.