A Study of Issues Related to Discipline, Grouping and Tracking, and Special Education in New Castle County, Delaware, Desegregation Area. Volume II, Grouping and Tracking and Special Education Study.

Autor/inn/en	Achilles, Charles M.; und weitere
Institution	Educational Images, Inc., Knoxville, TN.
Titel	A Study of Issues Related to Discipline, Grouping and Tracking, and Special Education in New Castle County, Delaware, Desegregation Area. Volume II, Grouping and Tracking and Special Education Study.
Quelle	(1982), (135 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ability Grouping; Compliance (Legal); Elementary Secondary Education; Minority Group Children; Questionnaires; Racial Bias; Racial Composition; Racial Discrimination; School Surveys; Special Education; Student Placement; Tables (Data); Track System (Education) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Fragebogen; Racial discrimination; Rassismus; Racial bias; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum; Tabelle; Leistungsgruppe; Leistungsdifferenzierung
Abstract	This second volume of a three-volume report presents research conducted in the former New Castle County (Delaware) School District to discover whether the overrepresentation of minority students in special education and lower academic groupings that occurred from 1979 to 1982 resulted from discriminatory practices or not. (The district was reorganized as four separate districts in 1981.) In 1981-82 researchers reviewed district policies and procedures and collected data through interviews, reviews of records, onsite observations, and a questionnaire survey of students, administrators, teachers, parents, and community representatives. Variables analyzed included students' race, school, school district, and educational level. Data analysis using frequencies, correlations, and content analysis indicates that most student placements fell within legal requirements and district and federal guidelines, and that no overt institutional bias was evident. Problems were noted, however, in grouping and tracking policies and practices, remedial programs, special education program administration and curriculum, and community support and communication. Ten appendices provide further data and copies of the questionnaires and of relevant published articles. (Author/RW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC