title: Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability.
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.
authors: Houston Education Research Consortium, Kinder Institute for Urban Research, Rice University, Address: 6100 Main Street, Houston, TX 77005-827, Dara.Shifrer@gmail.com , Fax number: (713) 348-5296, Phone number: (713) 348-2987.
authors: Dara
authors: D
authors: Shifrer
authors: 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, callahan@prc.utexas.edu , Fax number: (512) 471-8460, Phone number: (512) 471-8347.
authors: Rebecca M
authors: RM
authors: Callahan
authors: 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, cmuller@prc.utexas.edu Fax number: (512) 471-4886, Phone number: (512) 471-8377.
authors: Chandra
authors: C
authors: Muller
keywords: Academic Stratification; College Preparation; Course-Taking; High School; Learning Disabilities