Abstract
Proportions of special education placements for Anglos, Blacks, and Hispanics were compiled for a large elementary school district in the Southwest. Also, types of placements were examined for each group within the context of socioeconomic status (low or mid-high) and home language (Spanish or English). Results showed significant ethnicity x socioeconomic status interaction effects, with mid-high Spanish-speaking Hispanics being placed at the highest rate and mid-high Blacks being placed least frequently. Further examination of the data revealed that the learning disability category was by far the most frequently assigned placement. The article contains a discussion of the factors which may have influenced the results and implications for placement decision making.
Published Version
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