NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141696
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0741-9325
Parsing the Relations of Race and Socioeconomic Status in Special Education Disproportionality
Kincaid, Aleksis P.; Sullivan, Amanda L.
Remedial and Special Education, v38 n3 p159-170 May-Jun 2017
This study investigated how student and school-level socioeconomic status (SES) measures predict students' odds of being identified for special education, particularly high-incidence disabilities. Using the Early Childhood Longitudinal Study--Kindergarten cohort, hierarchical models were used to determine the relations of student and school SES to special education identification. Results indicated neither student-level SES variables for parent education, prestige, and income, nor school-level aggregates of SES measures, predicted overall special education placement, but higher parent education attainment was negatively related to high-incidence disability identification (adjusted odds ratio = 0.73). These findings suggest that racial disproportionality is not attributable to racial differences in income and indicate a need for further investigation of the mechanisms by which the longstanding racial disparities in special education emerge and are maintained. In particular, we discuss the implications of this study for further research into the relations of indicators of parent's status on educational decisions within special education.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A