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- W1594210228 abstract "Black students, in general, are underserved academically (Darling-Hammond, 2000; Townsend, 2002) and overrepresented in special education (Donovan & Cross, 2002). Black students with disabilities are further overrepresented in more restrictive educational environments (Skiba, Poloni-Staudinger, Gallini, Simmons & Feggins-Azziz, 2006). Although the National Longitudinal Transition Study 2 (NLTS2) revealed that the academic performance of students with learning disabilities is positively related to the percentage of courses taken in the general education setting (Newman, 2006), the research specifically on placement of Black students with disabilities, particularly at the secondary level, as it relates to academic achievement is lacking. While previous studies have sought to determine which placement is better for students with disabilities, no study was found that specifically examined the impact of placement specific to Black students with specific learning disabilities (SLD) in urban settings (Fore, III, Hagan-Burke, Burke, Boon & Smith, 2008; Rea, McLaughlin & Walther-Thomas, 2002)." @default.
- W1594210228 created "2016-06-24" @default.
- W1594210228 creator A5087334092 @default.
- W1594210228 date "2017-11-13" @default.
- W1594210228 modified "2023-09-24" @default.
- W1594210228 title "The Relationship Between Educational Placement, Instructional Practices, and Achievement Gains of Black Students with Specific Learning Disabilities in Secondary Urban School Settings" @default.
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- W1594210228 doi "https://doi.org/10.25148/etd.fi12050130" @default.
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