We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education. We identified 22 studies that met a priori inclusion criteria including use of at least 1 covariate in the reported analyses. Evidence of overrepresentation declined markedly as the studies included one or more of 3…

The use of evidence-based practices has become a focus in education since the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act reauthorization of 2004 required using practices based on scientific research to improve student outcomes. Although many teachers may not have the time or expertise to evaluate the…

This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading…

Tested was the extent to which an increase in the number of acceptable criteria for giftedness would affect the composition of a hypothetical special program for gifted students. (Author/KW)

Aspects covered include definitions, identification, and appropriate educational programing. Several programing strategies are briefly described, and attention is given to the problem of creating an effective learning environment for the disadvantaged gifted child. (DLS)

Seven teachers failed to differentiate accurately among 28 students who demonstrated high and low levels of actual motor activity. (CL)

Procedures used in constructing and validating this instrument are discussed in a companion article (EC 040 230). (KW)

The ability of the Minnesota Child Development Inventory (MCDI) to identify developmental strengths and weaknesses was investigated with 60 nursery school children and 62 Head Start children. (Author)

This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an…

This study investigated whether 2 different progress monitoring assessments differentially predicted growth in reading skills associated with systematic phonics instruction. Oral reading fluency (ORE) was compared with an intervention aligned word list (IAWL) as predictors of growth in untimed and timed decoding and word identification and text…

Horizontal and vertical prediction performance matrix analyses on 15 early identification studies of children at risk for school problems suggested ten conclusions, including the following: that teacher perceptions and behavioral skill analyses seem to be efficient and useful predictors of school problems; and that physical indices, developmental…

A national survey was made of state departments of education regarding the categories (e.g., speech impaired, gifted) used to classify exceptional children. (DLS)