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    Racial Differences in Parental Reports of Specific Learning Disability and ADD/ADHD

    Cover for Racial Differences in Parental Reports of Specific Learning Disability and ADD/ADHD
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    Creator
    Smith, Vasilisa F
    Advisor
    Gordon, Nora
    Abstract
    This thesis analyzes the role of race in the likelihood of students in K-12 receiving a specific learning disability classification, conditional on a sample of students already having an ADD/ADHD disability classification. Using data from Parent and Family Involvement surveys as a part of the 2016 National Household Education Survey, this thesis seeks to examine whether among students with ADD/ADHD classifications, non-White students are more likely than White students to have a specific learning disability classification, as opposed to only one, conditional on having any. The findings indicate that no significant racial disparity is present in the learning disability classification, both overall and among students who already have an ADD/ADHD classification, when controlling for family and socioeconomic demographics.
    Description
    M.P.P.
    Permanent Link
    http://hdl.handle.net/10822/1062269
    Date Published
    2021
    Subject
    disability; race; Special education; Education and state; Special education; Education policy;
    Type
    thesis
    Publisher
    Georgetown University
    Extent
    29 leaves
    Collections
    • Graduate Theses and Dissertations - Public Policy
    Metadata
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    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility