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An evaluation of a program to decrease disproportionate representation of racial and ethnic minority students in special education

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TypeOfResource
Text
TitleInfo (ID = T-1)
Title
An evaluation of a program to decrease disproportionate representation of racial and ethnic minority students in special education
SubTitle
PartName
PartNumber
NonSort
Identifier (displayLabel = ); (invalid = )
ETD_1832
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051637
Language (objectPart = )
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
School Psychology
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Special education
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
Children with disabilities--Education
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
Discrimination in education
Subject (ID = SBJ-5); (authority = ETD-LCSH)
Topic
Minorities--Education
Subject (ID = SBJ-6); (authority = ETD-LCSH)
Topic
Educational equalization
Abstract
In recent years, the overrepresentation of students from racial and ethnic minority groups in special education programs, also referred to as disproportionality, has been identified as a problem at federal, state, and local levels. Spurred by federal requirements, state departments of education have required school districts to examine disproportionality in their schools and propose solutions. A program evaluation was conducted in a suburban New Jersey school district to evaluate a district program to reduce disproportionality. This district utilized intensive data collection and district-wide professional development in varying formats to impact disproportionality. The formation of a group of district stakeholders known as the District Core Team, who learned about disproportionality and proposed solutions for the district, was also an important aspect of the intervention the district employed. To evaluate the district’s efforts, a survey was administered to the members of the District Core Team. The survey focused on changes in staff awareness and thinking about disproportionality and change activities that were most influential on their professional practices. Responses from staff showed that as a group they felt their awareness about disproportionality had increased at least somewhat and their thinking about their professional practices had changed somewhat after the first year of change-focused activities. District professional development activities were rated as helpful in changing staff awareness and thinking, especially a presentation about the district’s own disproportionality data. Staff also indicated that the district change activities were likely to continue to have a positive impact on disproportionality and their own professional practices. Rates of disproportionality did not show significant change after the first year of district activities, although such change was not expected given the relatively short time frame for this study. Based on this district’s program to change disproportionality, recommendations for other districts faced with the problem of disproportionality are provided.
PhysicalDescription
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electronic resource
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vii, 100 p.
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application/pdf
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text/xml
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references (p. 69-72)
Note (type = statement of responsibility)
by Johanna Fain Morrow
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Morrow
NamePart (type = given)
Johanna Fain
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1982
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author
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Johanna Fain Morrow
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Forman
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Susan
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chair
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Advisory Committee
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Susan G Forman
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Gantwerk
NamePart (type = given)
Lewis
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RoleTerm (authority = RULIB); (type = )
co-chair
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Advisory Committee
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Lewis Gantwerk
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
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degree grantor
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Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB); (type = )
school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2009
DateOther (qualifier = exact); (type = degree)
2009-05
Place
PlaceTerm (type = code)
xx
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T31J99ZM
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
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Morrow
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Johanna
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Johanna Morrow
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

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ETD
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application/pdf
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application/x-tar
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