Referral Rates for Intervention or Assessment: A Meta-Analysis of Racial Differences by John Hosp & Daniel Reschly Presented by Breann Herring Radford University

Purpose To compare referral rates to population rates of students from different racial backgrounds –Allow for a better understanding of overall referral rates and the process involved. –To provide a basis for future research aimed at identifying or ruling out various factors of risk bias.

Issues to Consider Criteria for referrals Bias in assessment instruments Cultural differences Vignettes rather actual referrals

Dependent Measure Referral rates

Literature Review Methods –Electronic Sources ERIC PsycInfo Social Sciences Abstracts Education Abstracts Dissertation Abstracts International –Manual searches of the Following Journals Exceptional Children Journal of Negro Education Journal of School Psychology Psychology in the Schools School Psychology Quarterly School Psychology Review –Article Bibliographies

Literature Review Studies –>1500 identified –121 studies met all inclusion criteria –Only 9 contained data required for inclusion

Studies to Include Frequencies of racial groups within a sample and the population Referrals for psychoeducational assessment, prereferral assistance, or special education eligibility Students in elementary, middle, and/or secondary settings Multiple racial groups Quantitative demographic information Conducted in United States Both published and unpublished studies

Results Referral Rates of Racial Groups 95% CI CriteriaNdLUQ African Am.  Caucasian Hispanic  Caucasian Rate ratio~d N= # of subsamples

Conclusions Referral rates of racial groups vary significantly Small number of districts represented More research is needed with population comparisons