Equity or Marginalization? The High School Course-Taking of Students Labeled With a Learning Disability
This research was supported by the National Science Foundation (HRD-0834177, HRD-0965444, and HRD-1132028). This research was also supported by grants 5 R24 HD042849 and 5 T32 HD007081 awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Health and Child Development.
Adolescence, Education -- Social aspects -- United States, Inequality, People with disabilities -- Social conditions -- Research
Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students’ academic preparation for high school and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities.
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Final published version is available: https://doi.org/10.3102/0002831213479439
Shifrer, Dara; Callahan, Rebecca; and Muller, Chandra, "Equity or Marginalization? The High School Course-Taking of Students Labeled With a Learning Disability" (2013). Sociology Faculty Publications and Presentations. 87.
This is the author’s version of a work that was accepted for publication in American Educational Research Journal. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in American Educational Research Journal, 2013 August ; 50(4): 656–682.
*At the time of publication Dara Shifrer was affiliated with Rice University