Comparison of Students Nominated for Prereferral Interventions by Ethnicity and Gender

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Abstract
In the present investigation, 150 children in Grades 2 through 4 who had been recommended for prereferral interventions were compared on a number of cognitive/achievement and behavioral scales in order to test whether those children referred differed as a function of ethnicity and/or gender. Of interest was the hypothesis that the behaviors that prompt referral may differ by domain or by degree for children of different ethnicity or gender. Severe achievement deficiencies characterized children of all three ethnic groups. Differences that did emerge indicated that on average, referred White children evidenced significantly higher Verbal IQs and reading achievement scores. On measures of problem behaviors, our data suggest that referred Black children were more likely to have a higher incidence of behavior problems than were Hispanic children. Gender differences for this referred sample were most apparent in the problem behaviors more typically exhibited by males; however, differences did not emerge on cognitive and achievement measures. Nevertheless, teachers rated females higher on overall academic competence. Findings were interpreted as failing to support the notions that the systematic referral of children for academic and/or behavior problems was somehow discriminatory against male or ethnic minority children.