District-Level Achievement Gaps Explain Black and Hispanic Overrepresentation in Special Education

Autor/inn/en	Farkas, George; Morgan, Paul L.; Hillemeier, Marianne M.; Mitchell, Cynthia; Woods, Adrienne D.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01