| Kenneth Anderson
Howard University
A comprehensive examination of factors related to future reading achievement for African American males in special education.
FINAL REPORT
Using the Special Education Elementary Longitudinal Study (SEELS) data, this study explores longitudinal factors that are related to high-achieving African American males in special education. Here, high-achieving is defined as students whose reading comprehension scores were at least one standard deviation above national norms [includes general education]. Results show that accommodations produced little to no effects for African American males and produced negative effects in some cases. Findings also generated positive support for inclusion models and teacher training in special education. The instructional decision-making variables were the most consistent over the 5-year period in that these variables showed how instructional decisions can positively or negatively influence African American male achievement in special education.
Teachers with special education credentials increased the likelihood of students being identified as high-achieving African American males, whereas having general education credentials and multiple teachers in the same classroom did not. Findings also show that increasing the opportunities for African American males in special education to engage with students in general education increased the odds of an African American male being identified as high-achieving.Policy implications related to the findings of this study include: a) supporting a model of inclusion for African American males in special education, b) increased attention to authentic reading experiences rather than a skill-based emphasis, and c) possible reductions in use of the multiple teachers in one classroom coupled with increased special education training for general education teachers.
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