Abstract

The purpose of this study was to understand if special education labels are accurate for Black children. The study examined differences in academic achievement growth trajectories of children diagnosed with learning and intellectual disabilities. Utilizing the Special Education Elementary Longitudinal Study database, a nationally representative sample of students with disabilities, results indicated that significant differences in academic trajectories were present between children who were diagnosed with learning and intellectual disabilities. However, between-group racial differences were evident in academic categories and growth rates. While special education programs are touted to be helpful for student development, these results suggest that Black students are not getting the equal treatment, instruction, and academic benefits as their peers. Consequently, more academic intervention resources should be aimed at Black students to increase their academic growth rates. Implications are discussed in terms of assessment practices for identifying Black children for special education.