TY - JOUR
T1 - Minorities Are Disproportionately Underrepresented in Special Education
T2 - Longitudinal Evidence Across Five Disability Conditions
AU - Morgan, Paul L.
AU - Farkas, George
AU - Hillemeier, Marianne M.
AU - Mattison, Richard
AU - Maczuga, Steve
AU - Li, Hui
AU - Cook, Michael
N1 - Funding Information:
Funding for this study was provided by the National Center for Special Education Research, Institute of Education Science, U.S. Department of Education (R324A070270, R324A120046). Infrastructure support was provided by the Penn State Population Research Institute through funding from the National Institute of Child Health and Human Development, National Institutes of Health (R24HD041025). No official endorsement should thereby be inferred.
Publisher Copyright:
© 2015, © 2015 AERA.
PY - 2015/6/11
Y1 - 2015/6/11
N2 - We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive special education services. From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (e) emotional disturbances. Language-minority children were less likely to be identified as having (a) learning disabilities or (b) speech or language impairments.
AB - We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive special education services. From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (e) emotional disturbances. Language-minority children were less likely to be identified as having (a) learning disabilities or (b) speech or language impairments.
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U2 - 10.3102/0013189X15591157
DO - 10.3102/0013189X15591157
M3 - Article
AN - SCOPUS:84936872147
SN - 0013-189X
VL - 44
SP - 278
EP - 292
JO - Educational Researcher
JF - Educational Researcher
IS - 5
ER -