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Measuring Access to Learning Opportunities (2003)

Chapter: References and Bibliography

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Suggested Citation:"References and Bibliography." National Research Council. 2003. Measuring Access to Learning Opportunities. Washington, DC: The National Academies Press. doi: 10.17226/10673.
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References and Bibliography


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Suggested Citation:"References and Bibliography." National Research Council. 2003. Measuring Access to Learning Opportunities. Washington, DC: The National Academies Press. doi: 10.17226/10673.
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National Research Council meeting of the Committee on Improving Measures of Access to Equal Educational Opportunity, August 12– 13, Woods Hole, MA.

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Finn, J. (1982). Patterns in special education placement as revealed by the OCR surveys. In National Research Council, Panel on Selection and Placement of Students in Programs for the Mentally Retarded, Committee on Child Development Research and Public Policy , K.A. Heller, W.H. Holzman, and S. Messick (Eds.), Placing children in special education: A strategy for equity (pp. 322–381). Washington, DC: National Academy Press.

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Gallagher, E.D. (2002). The odds ratios of failing MCAS among African Americans, Latinos, and whites and achieving at least proficiency on MCAS. Available: http://www.es.umb.edu/edgwebp.htm#MCAS [August 12, 2002].

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Johnson, T., Emiko-Boyden, J., and Pittz, W.J. (2002). Racial profiling and punishment in U.S. public schools: How zero tolerance policies and high stakes testing subvert academic excellence and racial equity. Oakland, CA: Applied Research Center.


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Losen, D.J., and Orfield, G. (2002a). Introduction. In D.J. Losen and G. Orfield (Eds.), Racial inequality in special education. Cambridge, MA: Harvard Education Press.

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Since 1968 the Elementary and Secondary School Civil Rights Compliance Report (known as the E&S survey) has been used to gather information about possible disparities in access to learning opportunities and violations of students’ civil rights. Thirty-five years after the initiation of the E&S survey, large disparities remain both in educational outcomes and in access to learning opportunities and resources. These disparities may reflect violations of students’ civil rights, the failure of education policies and practices to provide students from all backgrounds with a similar educational experience, or both. They may also reflect the failure of schools to fully compensate for disparities and current differences in parents’ education, income, and family structure.

The Committee on Improving Measures of Access to Equal Educational Opportunities concludes that the E&S survey continues to play an essential role in documenting these disparities and in providing information that is useful both in guiding efforts to protect students’ civil rights and for informing educational policy and practice. The committee also concludes that the survey’s usefulness and access to the survey data could be improved.

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