Relationships of race and socioeconomic status to classroom behavior, academic achievement, and referral for special education

摘要: Abstract A study was conducted to identify the relationships of race and socioeconomic status (SES) observed classroom behavior, academic achievement, special education referral. sample 109 fourth-grade boys from varying racial (Anglo, black, Hispanic) SES backgrounds selected systematically on four occasions for 12 behaviors. Data also were collected achievement Multivariate analyses indicated no race-related differences in behavior only one SES-related difference. Black Hispanic children did not differ reliably, but both lower than Anglo achievement. non-stepwise discriminant function analysis utilizing race, SES, observational data as predictors referral failed make statistically reliable predictions. The relative unimportance challenges validity alleged “institutional racism” referrals education.