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ERIC Number: EJ987213
Record Type: Journal
Publication Date: 2012-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 85
ISSN: ISSN-0013-189X
Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education?
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve
Educational Researcher, v41 n9 p339-351 Dec 2012
We investigated whether and to what extent children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). We did so by analyzing a large sample of 48-month-olds (N = 7,950) participating in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Multivariate logistic regression analyses indicate that boys (odds ratio [OR] = 1.66), children born at very low birth weight (OR = 3.98) or with congenital anomalies (OR = 2.17), and children engaging in externalizing problem behaviors (OR = 1.10) are more likely to be represented in EI/ECSE. Children from low-socioeconomic-status households (OR = 0.48), those displaying greater numeracy or receptive language knowledge (ORs = 0.96 and 0.76, respectively), and children being raised in households where a language other than English is primarily spoken (OR = 0.39) are less likely to be represented in EI/ECSE. Statistical control for these and an extensive set of additional factors related to cognitive and behavioral functioning indicated that 48-month-old children who are Black (OR = 0.24) or Asian (OR = 0.32) are disproportionately underrepresented in EI/ECSE in the United States. (Contains 3 tables, 1 figure and 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey