Are boys,Black students or students from low-income families more likely to be identified as Special Needs in the Toronto District School Board? Are children from more privileged backgrounds likely to be identified as Gifted?
A new research report from the board confirms what parents have often worried about.
This latest release confirms the racial and socio-economic backgrounds of its students are reflected in who is identified as Special Needs.
The report is drawn from a longitudinal study of the TDSB students who were in Grade 9, over 18,000 of them in 2006. It follows this cohort of students through each grade. (By now 79% of the studied students have graduated.)
According to the new Fact Sheet on Special Education:
- Nearly 2/3 of students identified as having special education needs in the Toronto District School Board (TDSB) are male.
- Students who live with no or only one parent are more likely to be in a special needs program (other than Gifted) than those who live with both parents. In fact, not a single student who did not live with a parent was identified as Gifted (These would include students who lived independently or with other family members). Gifted students were also most likely to have parents with a university-level education (77% of Gifted students compared to 44% of students overall) and a professional-level occupation (56% of students in Gifted compared to 27% of students).
- Tracking the pattern of low-income Special Needs students are the racial backgrounds of students in special ed. classes. The starkest contract was for students of African, Caribbean and Black backgrounds. Black students were the most likely of all other racial groups to be identified as having a Mild Intellectual Delay (MID), making up almost one-third (32%) of those so identified even though they make up only 1/8 (12%) of the overall student population. Black students also made up 17% of those identified with a learning disability. Interestingly, Whites made up more than half (53%) of students identified with a learning disability although they represent 34% of the total population. This may be that as a result of parents paying for private evaluations.
- Gifted programs show that those with racial and class privilege are much more likely to be accessing these supports (which include smaller class sizes and enriched materials). 77% of students identified as Gifted have university-educated parents. White and East Asian students make up 80% of the Gifted identifications although together they represent just over half (53%) of the total enrollment in the year studied. Seven percent of the remaining students were South Asian. Less than 5% of Gifted students were Black (to be proportionate there should be twice as many).
The release concludes with a summary of the Board’s commitment to review the processes which may give rise to these inequities and act as barriers to student success. Several areas for review include
- the structure of congregated/integrated program delivery (whether students should be grouped together or supported in class),
- the process for referral, identification and placements of students suspected of having a disability, and
- ensuring student learning is culturally and socio-demographically sensitive (for instance, gifted girls tend to be less disruptive so are less frequently identified).
The publication page by the Board’s Research & Information Services department is a hidden treasure, deep within the TDSB’s website, under the Tab “About Us.” (About us — truer words.)
Keep watching this page. Later this year, the results from the school board’s second parent/student census will be posted.
There, we may find the evidence of what we have suspected, that our schools still reflect more the realities of our community than its aspirations.
Student graduation rates in the TDSB showing improvement across the board
Pros & cons of collecting demographic data to improve educational equity for students
Belonging Community 