XX. XXXX XXXXXXXXXX, Director March 18, 2002 Page 5
listed in the Task Force report to assess black students for special education eligibility. The CDE Clarification further states that no standardized intelligence tests, even if not on the task force lists, should be used to assess African-American studen ts’ eligibility for special education. The CDE’s reasoning remains based on the original Larry P. decision, in which the court found that all the I.Q. tests reviewed were culturally biased, and the statutory prohibition against using discriminatory evaluation materials for special education eligibility. The 1977 Clarification represents the CDE’s current policy regarding intelligence testing of African-American students, and remains the basis for non-compliance findings. Thus, while the case law creates a narrower prohibition regarding I.Q. testing of black students, school districts are cautioned to avoid standardized intelligence tests and use alternative assessments to evaluate special education eligibility and placement of African-American students.
Should you have any questions, or wish to discuss this matter further, please feel free to call.
Sincerely
LOZANO SMITH
Sarah E. Tigerman
Chapter 2 – Evaluation and Assessment, Desert/Mountain SELPA
Page 16
As of 02/07/2014 Board Approved
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