%0 Journal Article %1 RefWorks:267 %A Green, Tonika Duren %A McIntosh, Angela Stephens %A Cook-Morales, Valerie J. %A Robinson-Zañartu, Carol %D 2005 %J Remedial & Special Education %K -- AFRICAN American EDUCATION SEGREGATION SPECIAL STUDENTS States United disabilities; education; in students; with %N 2 %P 82-92 %T From Old Schools to Tomorrow's Schools %U http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16738084&site=ehost-live %V 26 %X Despite the promise of Brown v. Board of Education, segregation is alive and well in today's schools. African American students are overrepresented in special education, have higher dropout rates, are suspended and expelled at higher rates, and are subject to persistent educational inequity. The role of psycho-educational assessment at the intersection of difference and disability has contributed to the persistent misidentification and overrepresentation of African American students in special education. However, paradigms for assessment hold promise for fulfilling the hope of Brown in tomorrow's schools. In order to describe the impact of past and present psychoeducational assessment practices on African American learners, we track the evolution of psychoeducational assessment in the context of three eras: (a) prior to Brown, or öld schools"; (b) post Brown, an era of hope for "new school"; and (c) the situation in today's schools. The education of African American students and students with disabilities emerge as parallel and intertwined throughout this history. ABSTRACT FROM AUTHOR; Copyright of Remedial & Special Education is the property of PRO-ED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts) %@ 07419325

@article{RefWorks:267, abstract = {Despite the promise of Brown v. Board of Education, segregation is alive and well in today's schools. African American students are overrepresented in special education, have higher dropout rates, are suspended and expelled at higher rates, and are subject to persistent educational inequity. The role of psycho-educational assessment at the intersection of difference and disability has contributed to the persistent misidentification and overrepresentation of African American students in special education. However, paradigms for assessment hold promise for fulfilling the hope of Brown in tomorrow's schools. In order to describe the impact of past and present psychoeducational assessment practices on African American learners, we track the evolution of psychoeducational assessment in the context of three eras: (a) prior to Brown, or "old schools"; (b) post Brown, an era of hope for "new school"; and (c) the situation in today's schools. The education of African American students and students with disabilities emerge as parallel and intertwined throughout this history. [ABSTRACT FROM AUTHOR]; Copyright of Remedial & Special Education is the property of PRO-ED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)}, added-at = {2008-12-27T17:34:46.000+0100}, author = {Green, Tonika Duren and McIntosh, Angela Stephens and Cook-Morales, Valerie J. and Robinson-Zañartu, Carol}, biburl = {https://www.bibsonomy.org/bibtex/28449f1d8935322470073ed37ab1a9133/critzo}, description = {test export from refworks}, interhash = {1710bb585b807d347e5b4724159b0782}, intrahash = {8449f1d8935322470073ed37ab1a9133}, isbn = {07419325}, journal = {Remedial & Special Education}, keywords = {-- AFRICAN American EDUCATION SEGREGATION SPECIAL STUDENTS States United disabilities; education; in students; with}, note = {M3: Article; Accession Number: 16738084; Green, Tonika Duren 1 McIntosh, Angela Stephens 2 Cook-Morales, Valerie J. 3 Robinson-Zañartu, Carol 4; Affiliation: 1: Assistant professor in school psychology, San Diego State University 2: Assistant professor in the Department of Special Education, San Diego State University 3: Professor and director of the school psychology program, San Diego State University 4: Professor and chair of the Department of Counseling and School Psychology, San Diego State University; Source Info: Mar/Apr2005, Vol. 26 Issue 2, p82; Subject Term: AFRICAN American students; Subject Term: SPECIAL education; Subject Term: SEGREGATION in education; Subject Term: STUDENTS with disabilities; Subject Term: EDUCATION -- United States; Number of Pages: 11p; Document Type: Article}, number = 2, pages = {82-92}, timestamp = {2008-12-27T17:34:53.000+0100}, title = {From Old Schools to Tomorrow's Schools}, url = {http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16738084&site=ehost-live}, volume = 26, year = 2005 }