Abstract
This study explored differences in the special education programming of African-American and Caucasian students. The school records of 230 3rd- through 5th-grade students identified as having a learning disability from four school districts in Delaware were examined. Data on 102 variables related to special education referral, identification, and placement were coded from the records and analyzed. Analyses of variance were used to identify main effects for each variable and its interaction with race. Although a clear pattern was found in variables related to restrictiveness of placement, the pattern was found to be similar for African-American and Caucasian students. Implications for future research are provided.
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