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Journal Article 5.1 Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2017). Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools. Educational Researcher, 46(6), 305–322. doi:10.3102/0013189X17726282

Summary: In this article, author addresses the concerns of misidentification of children in schools as disabled due to racial disparities. The purpose of this study is to evaluate the extent to which disability over- or underidentification based on race or ethnicity occur in the United States.

Journal Article 5.2 Fetner, T., & Kush, K. (2008). Gay-Straight Alliances in High Schools: Social Predictors of Early Adoption. Youth & Society, 40(1), 114–130. doi:10.1177/0044118X07308073

Summary: This article examines the patterns of emergence of gay-straight alliances (GSAs) in public high schools in the United States supporting lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. In this article, author outlines the forces that promoted early adoption of GSAs in public schools.

Journal Article 5.3 Betts, J., Pickart, M., & Heistad, D. (2009). Construct and Predictive Validity Evidence for Curriculum-Based Measures of Early Literacy and Numeracy Skills in Kindergarten. Journal of Psychoeducational Assessment, 27(2), 83–95. doi:10.1177/0734282908323398

Summary: Using a curriculum-based measurement (CBM) methodology, this article provides evidence in support of early assessment of both literacy and numeracy skills to foster student academic achievement. The author if this article has investigated two aspects of validity, internal and external, resulting in the measurement of correlated factors.