Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
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美国学校残疾识别中种族和民族差异的重复证据
DOI：
10.3102/0013189x17726282
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发表时间：
2017
影响因子：
8.2
通讯作者：
S. Maczuga
中科院分区：
文献类型：
--
作者：
Paul L. Morgan;G. Farkas;M. Hillemeier;S. Maczuga
联邦立法和政策越来越多地寻求解决少数民族在特殊教育中的比例过高问题，因为人们担心美国学校会根据种族或民族将儿童错误地认定为残疾儿童。然而，这种情况是否以及在多大程度上正在发生，目前仍存在争议。我们使用非常大的（例如，NS = 183，570、165，540和48，560）学生水平的全国代表性数据集和多变量logistic回归，包括学校固定效应模型沿着跨学业成绩十分位数的种族或族裔群体中残疾百分比的表格。在学业成绩、贫困暴露、性别和英语学习者地位相似的儿童中，种族或少数民族儿童被确定为残疾的可能性始终低于白色儿童。少数民族儿童的残疾识别不足是显而易见的：（a）在小学，初中和高中;（B）在种族多样的群体和特定的残疾条件;（c）在整个成就分布。与联邦的监管和政策努力相反，至少自2003年以来，少数族裔儿童在美国接受特殊教育服务的可能性低于其他类似成就的白色儿童。
Federal legislation and policy increasingly seek to address minority overrepresentation in special education due to concerns that U.S. schools are misidentifying children as disabled based on their race or ethnicity. Yet whether and to what extent this is occurring is currently in dispute. We estimated racial disparities in disability identification using very large (e.g., Ns = 183,570, 165,540, and 48,560) student-level, nationally representative data sets and multivariate logistic regression including school fixed effects models along with tabulations of percentage with a disability among racial or ethnic groups across academic achievement deciles. Among children who were otherwise similar in their academic achievement, poverty exposure, gender, and English language learner status, racial or ethnic minority children were consistently less likely than White children to be identified as having disabilities. Minority children’s disability underidentification was evident (a) in elementary, middle, and high school; (b) across racially diverse groups and specific disability conditions; and (c) throughout the achievement distribution. Contrary to federal regulatory and policy efforts, minority children have been less likely than otherwise similarly achieving White children to receive special education services in the United States since at least 2003.
学校与社区伙伴关系：课后足球计划的整群随机试验。
影响因子：
26.1
作者：
Madsen,Kristine;Thompson,Hannah;Adkins,Amy;Crawford,Yashica
通讯作者：
Crawford,Yashica
影响因子：
3
作者：
Shifrer D;Muller C;Callahan R
通讯作者：
Callahan R