The Role of School Context in Explaining Racial Disproportionality in Special Education
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| Title: | The Role of School Context in Explaining Racial Disproportionality in Special Education |
|---|---|
| Language: | English |
| Authors: | Leanna Stiefel (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2025 47(4):1113-1135. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B140037 R305B200010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Disproportionate Representation, Special Education, Racial Differences, Race, Educational Environment, Context Effect, Elementary School Students, Student Placement, Public Schools, Student Characteristics, Predictor Variables, Institutional Characteristics, Student School Relationship, Elementary Schools, Minority Group Students, White Students |
| Geographic Terms: | New York (New York) |
| DOI: | 10.3102/01623737241271413 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | Research on racial disproportionality in special education has exploded, in part due to federal accountability related to over- or under representation of specific racial groups. Some recent research shifts the focus from the role of student characteristics in predicting special education classification to inquire whether school context moderates. We significantly extend this emerging literature using 8 years of elementary student-and school-level data from New York City public schools, examining more school contextual moderators, expanding racial categories, and distinguishing between cross-sectional and over-time differences. We find many more moderators than previous research identified, and these school context factors appear to be particularly salient for the classification of Black students. Results may inform future consideration by federal policymakers regarding assessment of disproportionality. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1489922 |
| Database: | ERIC |
| Abstract: | Research on racial disproportionality in special education has exploded, in part due to federal accountability related to over- or under representation of specific racial groups. Some recent research shifts the focus from the role of student characteristics in predicting special education classification to inquire whether school context moderates. We significantly extend this emerging literature using 8 years of elementary student-and school-level data from New York City public schools, examining more school contextual moderators, expanding racial categories, and distinguishing between cross-sectional and over-time differences. We find many more moderators than previous research identified, and these school context factors appear to be particularly salient for the classification of Black students. Results may inform future consideration by federal policymakers regarding assessment of disproportionality. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737241271413 |
