A Critical Appraisal of the Evidence on Racial Disproportionality in Special Education. EdWorkingPaper No. 25-1227
Saved in:
| Title: | A Critical Appraisal of the Evidence on Racial Disproportionality in Special Education. EdWorkingPaper No. 25-1227 |
|---|---|
| Language: | English |
| Authors: | Rachel E. Fish, Kenneth A. Shores, Joao M. Souto-Maior, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 39 |
| Publication Date: | 2025 |
| Sponsoring Agency: | William T. Grant Foundation Spencer Foundation |
| Document Type: | Reports - Evaluative |
| Descriptors: | Race, Special Education, Disproportionate Representation, African American Students, White Students, Equal Education, Access to Education, Special Needs Students, Educational Policy, Inclusion, Children, Longitudinal Studies, Surveys, Racial Differences |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| Abstract: | This essay provides a two-pronged critical assessment of a subset of the literature on racial disproportionality in special education: that which aims to estimate racial disparities among otherwise similar children. This body of research has shown that Black students are less likely than "comparable" White students to receive special education, and has been interpreted by many to mean that current policies meant to reduce Black over-representation may be exacerbating inequality. Our essay argues that this subset of research has fundamental limitations in its covariate adjustment practices and its data quality, making "under-representation" findings questionable. We argue that caution and further study are needed for an accurate understanding of the nature of racial disproportionality in special education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674098 |
| Database: | ERIC |
| Abstract: | This essay provides a two-pronged critical assessment of a subset of the literature on racial disproportionality in special education: that which aims to estimate racial disparities among otherwise similar children. This body of research has shown that Black students are less likely than "comparable" White students to receive special education, and has been interpreted by many to mean that current policies meant to reduce Black over-representation may be exacerbating inequality. Our essay argues that this subset of research has fundamental limitations in its covariate adjustment practices and its data quality, making "under-representation" findings questionable. We argue that caution and further study are needed for an accurate understanding of the nature of racial disproportionality in special education. |
|---|
