公平还是边缘化？被贴上学习障碍标签的学生的高中课程修习情况
Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability.
作者信息
Shifrer Dara, Callahan Rebecca M, Muller Chandra
机构信息
Houston Education Research Consortium, Kinder Institute for Urban Research, Rice University, Address: 6100 Main Street, Houston, TX 77005-827,
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,
出版信息
Am Educ Res J. 2013 Aug;50(4):656-682. doi: 10.3102/0002831213479439.
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.
将一些学生安排到仅为高中毕业所需的课程中，而将另一些学生安排到为上大学做准备的课程中，这构成了学术分层。本研究使用2002年教育纵向研究的数据，调查与未被贴上学习障碍标签的同龄人相比，被贴上学习障碍标签的学生在高中结束时完成的学术课程是否更少。结果表明，即使排除了学生的高中学习准备情况、认知和非认知技能，在大学预备课程的完成情况上也存在巨大差异，尤其是在数学、科学和外语方面。证据支持了学校流程导致被贴上学习障碍标签的学生课程修习结果较差的可能性。
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