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  • 1
    Online Resource
    Online Resource
    Juvenile Court Referrals and the Public Schools: Nature and Extent of the Practice in Five States
    SAGE Publications ; 2010
    In:  Journal of Contemporary Criminal Justice Vol. 26, No. 3 ( 2010-08), p. 273-293
    Details
    In: Journal of Contemporary Criminal Justice, SAGE Publications, Vol. 26, No. 3 ( 2010-08), p. 273-293
    Abstract: Federal legislation and concern about high-profile school shootings have placed attention on safe schools and school discipline. Anecdotal evidence and several reports indicate that in response to calls to promote safety, schools are increasingly referring students to the juvenile courts for acts of misbehavior. Using data from the National Juvenile Court Data Archive, the study reported here examined school referrals (SR) to the juvenile courts in five states from 1995 to 2004. We studied SR over time as well as the proportion of total referrals originating in schools. There was variability in the number of referrals to the juvenile courts originating in the schools and in the trends of SR across states as well as the odds that referrals originated in schools. We found evidence that in four of five states, referrals from schools represented a greater proportion of total referrals to juvenile courts in 2004 than in 1995. We also found differences in the odds of SR to out-of-school referrals (OSR) by race and by gender in some states but not in others. The findings suggest that states may differ in the way in which their schools respond to misbehavior and in the way their schools directly refer students to the juvenile courts. We conclude with a discussion of the implications of the findings.
    Type of Medium: Online Resource
    ISSN: 1043-9862 , 1552-5406
    URL: Article
    DOI: 10.1177/1043986210368642
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2010
    detail.hit.zdb_id: 2027876-7
    SSG: 2
    SSG: 2,1
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  • 2
    Online Resource
    Online Resource
    Drop-Out Predictors Among Students With High-Incidence Disabilities : A National Longitudinal and Transitional Study 2 Analysis
    SAGE Publications ; 2013
    In:  Journal of Disability Policy Studies Vol. 24, No. 1 ( 2013-06), p. 53-64
    Details
    In: Journal of Disability Policy Studies, SAGE Publications, Vol. 24, No. 1 ( 2013-06), p. 53-64
    Abstract: Students with disabilities have high rates of dropping out of school despite safeguards from Individuals With Disabilities Education Act provisions. The purpose of the study was to explore the effects of disability classification, demographics, and selected academic experiences on school drop-out rates among youth with disabilities. Variables related to youth characteristics and school experiences were drawn from selected participants ( N = 5,018) in the first three waves of the National Longitudinal and Transitional Study 2 database. Data were entered sequentially into a logistic regression model to identify factors associated with dropping out. Findings indicated that students with emotional and behavioral disorders had a significantly higher risk of dropping out but that disability classification was not significant with consideration of academic factors. Disciplinary exclusion, grade retention, and lower than average grades were associated with a higher risk of dropping out. Implications and directions for future research are discussed.
    Type of Medium: Online Resource
    ISSN: 1044-2073 , 1538-4802
    URL: Article
    DOI: 10.1177/1044207311427726
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2013
    detail.hit.zdb_id: 2094126-2
    SSG: 5,3
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  • 3
    Online Resource
    Online Resource
    Racial Disparity in Administrative Autism Identification Across the United States During 2000 and 2007
    SAGE Publications ; 2014
    In:  The Journal of Special Education Vol. 48, No. 3 ( 2014-11), p. 155-166
    Details
    In: The Journal of Special Education, SAGE Publications, Vol. 48, No. 3 ( 2014-11), p. 155-166
    Abstract: Evidence of disparate identification of autism at national and local levels is accumulating, but there is little understanding about disparate identification of autism at the state level. This study examined trends in state-level administrative identification of autism under the Individuals with Disabilities Education Act. Prevalence rates and odds ratios were calculated for each state using enrollment counts for years 2000 and 2007. Results indicated increases in administrative prevalence of autism for all racial groups from 2000 to 2007, but increasing underidentification of Black and Hispanic students in 2007 compared with White students. Variability existed in the identification of autism among Black and Hispanic students across states over time. Implications for the findings are discussed in the context of the field’s need to establish rigorous policies and practices for eligibility determinations due to autism and equitable access to evidence-based intervention practices.
    Type of Medium: Online Resource
    ISSN: 0022-4669 , 1538-4764
    URL: Article
    DOI: 10.1177/0022466912454014
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2014
    detail.hit.zdb_id: 2066654-8
    SSG: 5,3
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  • 4
    Online Resource
    Online Resource
    A Multiyear National Profile of Racial Disparity in Autism Identification
    SAGE Publications ; 2013
    In:  The Journal of Special Education Vol. 47, No. 1 ( 2013-05), p. 41-49
    Details
    In: The Journal of Special Education, SAGE Publications, Vol. 47, No. 1 ( 2013-05), p. 41-49
    Abstract: Disproportionate representation of racially diverse students in special education is a well-documented problem, yet few studies have systematically evaluated disproportionate representation of diverse students with autism. This study examined disproportionate representation of racially diverse students with autism by determining risk and logistical odds ratios among racially diverse and White students from the national population between 1998 and 2006. Although overall risk of autism increased for all racial groups every year, White students were twice as likely to be identified with autism as Hispanic and American Indian/Alaskan Native students during most years of the sample. Although initially overrepresented, the odds ratios for Asian/Pacific Islander and Black students with autism continuously declined in recent years. Hispanic and American Indian/Alaskan Native students were significantly underrepresented every year in the analysis. Potential cause and implications of underrepresentation are described, along with directions for research.
    Type of Medium: Online Resource
    ISSN: 0022-4669 , 1538-4764
    URL: Article
    DOI: 10.1177/0022466911416247
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2013
    detail.hit.zdb_id: 2066654-8
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
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