Special education referrals as an index of teacher tolerance: are teachers imperfect tests?

Abstract

The academic performances and naturally occurring characteristics of students referred by regular education classroom teachers for possible placement in special education programs were examined. Curriculum Based Assessment procedures were used with 570 grade 2 through 6 students referred because of reading difficulties. Teacher bias was examined by comparing the reading performances of referred students as a function of their sex and ethnicity and by comparing the percentages of students to the base rate population of low reading performers. Teacher accuracy was investigated using “narrow band” or “broad band” definitions. Findings indicated that teachers are both accurate and biased in the referral process. The implications of the findings are discussed in relationship to current identification practices and to the suggestion that teachers be treated as tests in lieu of current practice.