Are We Helping All the Children That We Are Supposed to Be Helping?

Autor/inn/en	Morgan, Paul L.; Farkas, George
Titel	Are We Helping All the Children That We Are Supposed to Be Helping?
Quelle	In: Educational Researcher, 45 (2016) 3, S.226-228 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X16644607
Schlagwörter	Stellungnahme; Advantaged; Disadvantaged; Whites; Racial Discrimination; Language Minorities; Minority Group Students; Special Education; Related Services (Special Education); Evidence; Access to Education; Reader Response; Longitudinal Studies; Surveys; Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? White; Weißer; Racial bias; Rassismus; Sprachminderheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Evidenz; Education; Access; Bildung; Zugang; Bildungszugang; Leserbrief; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder
Abstract	We reply to three critiques regarding our reporting that White, English-speaking children are much more likely than otherwise similar racial, ethnic, and language minority children to receive special education services in the United States. We show how each critique is unsound. We present further evidence of the robustness of our findings. (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	2020/1/01