FALLING THROUGH THE CRACKS: DISPROPORTIONALITY IN SPECIAL EDUCATION AT ONE SCHOOL BASED ON RACE, GENDER, SOCIOECONOMIC STATUS, AND BEHAVIOR DIFFICULTIES

Abstract

Disproportionality in special education is an important topic that has been a problem for decades (Hosp & Reschly, 2002). There are many factors that contribute to disproportionality, including the evaluation process (Donovan & Cross, 2002; Hobbs, 1975; Mercer, 1973). This study examined recent archival data at a middle school for the presence of disproportionality. It was hypothesized that students who had behavior problems, minority status, economic disadvantage, and were male would have higher representation in special education compared to peers. It also was hypothesized that there would be significant relationships between achievement scores and discipline problems. Using 545 student participants, chi-square analyses found a significant difference by gender and special education placement, chi square(1) = 5.320, p = 0.021, c = 0.098. Additionally, correlations demonstrated that achievement scores were negatively related to office discipline referrals, r(543) = -0.224.