Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools

Autor/inn/en	Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve
Titel	Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Quelle	In: Educational Researcher, 46 (2017) 6, S.305-322 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Disabilities; Disability Identification; Disproportionate Representation; Racial Differences; Ethnic Groups; Minority Group Students; Special Education; Academic Achievement; Poverty; Gender Differences; English Language Learners; White Students; Elementary Schools; Middle Schools; High Schools; National Competency Tests; Grade 4; Grade 8; Grade 12; Reading Achievement; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Rassenunterschied; Ethnie; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Armut; Geschlechterkonflikt; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Leseleistung
Abstract	Federal legislation and policy increasingly seek to address minority overrepresentation in special education due to concerns that U.S. schools are misidentifying children as disabled based on their race or ethnicity. Yet whether and to what extent this is occurring is currently in dispute. We estimated racial disparities in disability identification using very large (e.g., Ns = 183,570, 165,540, and 48,560) student-level, nationally representative data sets and multivariate logistic regression including school fixed effects models along with tabulations of percentage with a disability among racial or ethnic groups across academic achievement deciles. Among children who were otherwise similar in their academic achievement, poverty exposure, gender, and English language learner status, racial or ethnic minority children were consistently "less" likely than White children to be identified as having disabilities. Minority children's disability underidentification was evident (a) in elementary, middle, and high school; (b) across racially diverse groups and specific disability conditions; and (c) throughout the achievement distribution. Contrary to federal regulatory and policy efforts, minority children have been less likely than otherwise similarly achieving White children to receive special education services in the United States since at least 2003. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01