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ERIC Number: EJ1237966
Record Type: Journal
Publication Date: 2019
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0017-8055
EISSN: N/A
Racial Differences in Special Education Identification and Placement: Evidence across Three States
Grindal, Todd; Schifter, Laura A.; Schwartz, Gabriel; Hehir, Thomas
Harvard Educational Review, v89 n4 p525-553 Win 2019
In this article, Todd Grindal, Laura Schifter, Gabriel Schwartz, and Thomas Hehir examine race/ethnicity differences in students' special education identification and subsequent placement in segregated educational settings. Using individual-level data on the full population of K-12 public school students in three states, the authors find that racial and ethnic disparities in identification persist within income categories and are stronger for those disabilities that are typically identified in a school setting, such as learning disabilities or emotional disabilities, than those more often identified by a health-care provider, such as blindness or deafness. Also, Black and Hispanic students with disabilities were more likely to be placed in a substantially separate setting, compared to white students, regardless of income status. These results suggest that low-income status is insufficient to explain observed inequalities in the rate at which students of color are identified for special education and placed in substantially separate settings. A better understanding of the ways income status and race contribute to students' interactions with the special education system are critical for building a more equitable and just K-12 education system.
Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A