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Shifrer D, Callahan RM, Muller C. Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability. Am Educ Res J. 2013;50(4):656-682doi: 10.3102/0002831213479439.
Shifrer, D., Callahan, R. M., & Muller, C. (2013). Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability. American educational research journal, 50(4), 656-682. https://doi.org/10.3102/0002831213479439
Shifrer, Dara, et al. "Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability." American educational research journal vol. 50,4 (2013): 656-682. doi: https://doi.org/10.3102/0002831213479439
Shifrer D, Callahan RM, Muller C. Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability. Am Educ Res J. 2013 Aug;50(4):656-682. doi: 10.3102/0002831213479439. PMID: 24982511; PMCID: PMC4074008.
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Am Educ Res J. 2013 Aug;50(4):656-682. doi: 10.3102/0002831213479439.

Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability.

American educational research journal

Dara Shifrer, Rebecca M Callahan, Chandra Muller

Affiliations

  1. Houston Education Research Consortium, Kinder Institute for Urban Research, Rice University, Address: 6100 Main Street, Houston, TX 77005-827, [email protected] , Fax number: (713) 348-5296, Phone number: (713) 348-2987.
  2. Department of Curriculum & Instruction, Population Research Center, The University of Texas at Austin, Address: The University of Texas at Austin, 305 E. 23rd Street, G1800, Austin, TX 78712-1086, [email protected] , Fax number: (512) 471-8460, Phone number: (512) 471-8347.
  3. Department of Sociology, Population Research Center, The University of Texas at Austin, Address: The University of Texas at Austin, 305 E. 23rd Street, G1800, Austin TX 78712-1086, [email protected] Fax number: (512) 471-4886, Phone number: (512) 471-8377.

PMID: 24982511 PMCID: PMC4074008 DOI: 10.3102/0002831213479439

Abstract

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.

Keywords: Academic Stratification; College Preparation; Course-Taking; High School; Learning Disabilities

References

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