BIAS IN LEARNING-DISABILITIES PLACEMENT

A nationally representative sample of 20,614 eighth grade students was examined for bias in placement decisions for children said to have le arning disabilities. Factors investigated for bias were race, sex, and socioeconomic status. Path analysis showed significant and direct pat hs from sex and race to placement, controlling for socioeconomic statu s, academic ability, and behavioral competency. Boys were overrepresen ted in such classes beyond what their somewhat lower academic and beha vioral competencies would predict. Caucasians were similarly overrepre sented controlling for other variables in the model. It appears that b oys and Caucasians are overrepresented in learning disabilities placem ents on a national scale even when other contributing factors are cont rolled.