Literaturnachweis - Detailanzeige
Autor/inn/en | Farkas, George; Morgan, Paul L.; Hillemeier, Marianne M.; Mitchell, Cynthia; Woods, Adrienne D. |
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Titel | District-Level Achievement Gaps Explain Black and Hispanic Overrepresentation in Special Education |
Quelle | In: Exceptional Children, 86 (2020) 4, S.374-392 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Morgan, Paul L.) ORCID (Woods, Adrienne D.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
DOI | 10.1177/0014402919893695 |
Schlagwörter | School Districts; Academic Achievement; Achievement Gap; Racial Differences; Ethnicity; Hispanic American Students; White Students; African American Students; Disproportionate Representation; Special Education; At Risk Students; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Mathematics Achievement; Reading Achievement; Language Arts; Socioeconomic Status; Low Income Students School district; Schulbezirk; Schulleistung; Rassenunterschied; Ethnizität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Disability; Disabilities; Behinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sprachkultur; Socio-economic status; Sozioökonomischer Status |
Abstract | To examine whether special education racial risk ratios reported by U.S. school districts are explained by district-level confounds, particularly, racial achievement gaps, we analyzed merged data (N = 1,952 districts for Black-White comparisons; N = 2,571 districts for Hispanic-White comparisons) from the U.S. Department of Education's Office of Civil Rights, Stanford Educational Data Archive, and Common Core data sets. Regression analysis results indicated that Black- and Hispanic-White district risk ratios were strongly related to Black- and Hispanic-White district achievement gaps. These results reconcile findings from district-level data with those from student-level data and support the finding that, when compared to otherwise similar White students by controlling for group differences in achievement, non-White students are on average underrepresented in special education. That is, non-White overrepresentation in special education in most districts is explained by racial achievement gaps in these districts. Residuals from the regressions provide a more accurate way to monitor for outlier districts than the current practice required in federal regulations of using unadjusted risk ratios. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |