Counseling, Psychology, & Special Education
School of Education
emotional disturbance, disproportionality, overrepresentation, African American, critical race theory, Pennsylvania, equity
This study examines the disproportionality in special education, regarding African American students being overrepresented, specifically under the disability category of Emotional Disturbance (ED) within the state of Pennsylvania. Demographic information was collected with the use of secondary data provided by the Pennsylvania Department of Education, using 648 educational programs across 29 intermediate units. Data were analyzed with statistical representation of percentages as related to risk composition and the E-Formula. The results yielded an average risk of African American students being two times more likely to be diagnosed with ED than their White peers. Additional results from the calculation of the E-Formula showed an overrepresentation of African American students within the state of Pennsylvania under the disability category of ED between the schoolyears of 2011-2021. The results of the study can be used to aid in the programming for future teacher preparation program, training for current teachers working in the field, and to initiate change amongst legislation regarding determining appropriate thresholds for significant disproportionality.
Franzetta, K. (2022). Examining Overrepresentation in Special Education amongst African Americans Diagnosed with Emotional Disturbance in the State of Pennsylvania (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2081