"Dr. Frisby focuses a bright light on issues that often remain
obscured in a fog of polemics, deeply held convictions, and genuine
concern for the plight of minority students. Meeting the
Psychoeducational Needs of Minority Students cuts through this
fog with intense, sharp, clear thinking and data-driven
conclusions."

--Jeffrey P. Braden, PhD, Professor of Psychology and Dean of
the College of Humanities and Social Sciences, North Carolina State
University

"Going beyond superficial 'feel good' or 'feel bad' ideologies
to probe what really makes a difference in meeting the needs of
often underserved populations, Craig Frisby provides a
comprehensive, rigorous, well-written, and entertaining (honest!)
work that addresses the intersection of race, ethnicity, and
education."

--Betty Henry, PhD, School Psychologist, California School for
the Blind

"Dr. Frisby makes a perceptive and incisive assessment of much
of the multicultural ideology currently propagated in professional
psychology and education and directly confronts some of the major
issues surrounding multiculturalism. Unlike many other critiques
that have been proffered over the last few decades, however,
Meeting the Psychoeducational Needs of Minority Students
also provides many concrete solutions for how to begin changing the
current milieu."

--A. Alexander Beaujean, PhD, Associate Professor, Baylor
University

A practical, research-based guide to facilitating positive
educational outcomes for racial, ethnic, and language minority
students

This timely book is written from the perspective of contemporary
school psychology for a variety of school personnel, including
school psychologists, teachers, guidance counselors, and
administrators, with coverage of:

* The problem of quack multiculturalism

* Home and family

* Context for school learning

* General cognitive ability, learning, and instruction

* Testing and assessment

* School discipline and behavior management

* Crime, delinquency, and gangs

* School district resources

CRAIG L. FRISBY, PhD, is Associate Professor who teaches in the School Psychology Training Program at the University of Missouri–Columbia. Dr. Frisby has previously served as coeditor of School Psychology Review, the official journal of the National Association of School Psychologists. He currently serves as member of the Technical Review Committee of the National Center on Response to Intervention, and as Associate Editor for the APA journal Psychological Assessment. He is coeditor of the text Comprehensive Handbook of Multicultural School Psychology.

"Dr. Frisby focuses a bright light on issues that often remain obscured in a fog of polemics, deeply held convictions, and genuine concern for the plight of minority students. Meeting the Psychoeducational Needs of Minority Students cuts through this fog with intense, sharp, clear thinking and data-driven conclusions."
—Jeffrey P. Braden, PhD, Professor of Psychology and Dean of the College of Humanities and Social Sciences, North Carolina State University

"Going beyond superficial 'feel good' or 'feel bad' ideologies to probe what really makes a difference in meeting the needs of often underserved populations, Craig Frisby provides a comprehensive, rigorous, well-written, and entertaining (honest!) work that addresses the intersection of race, ethnicity, and education."
—Betty Henry, PhD, School Psychologist, California School for the Blind

"Dr. Frisby makes a perceptive and incisive assessment of much of the multicultural ideology currently propagated in professional psychology and education and directly confronts some of the major issues surrounding multiculturalism. Unlike many other critiques that have been proffered over the last few decades, however, Meeting the Psychoeducational Needs of Minority Students also provides many concrete solutions for how to begin changing the current milieu."
—A. Alexander Beaujean, PhD, Associate Professor, Baylor University

A practical, research-based guide to facilitating positive educational outcomes for racial, ethnic, and language minority students

This timely book is written from the perspective of contemporary school psychology for a variety of school personnel, including school psychologists, teachers, guidance counselors, and administrators, with coverage of:

• The problem of quack multiculturalism
• Home and family
• Context for school learning
• General cognitive ability, learning, and instruction
• Testing and assessment
• School discipline and behavior management
• Crime, delinquency, and gangs
• School district resources

Acknowledgments ix

1 Why the Need for This Book? 1

2 The Problem of Quack Multiculturalism 9

3 Home and Family 73

4 Contexts for School Learning 149

5 General Cognitive Ability, Learning, and Instruction 201

6 Testing and Assessment 267

7 School Discipline and Behavior Management 313

8 Crime, Delinquency, and Gangs 353

9 School District Resources 425

10 Where Do We Go From Here? 477

Glossary 539

References 583

Author Index 639

Subject Index 649