Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015)

Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015)

In this technical comment, we argue that Morgan et al.'s claim that there is no minority overrepresentation in special education is in error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) their failure to consider the complexities of speci...

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Veröffentlicht in:Educational researcher 2016-04, Vol.45 (3), p.221-225
Hauptverfasser: Skiba, Russell J., Artiles, Alfredo J., Kozleski, Elizabeth B., Losen, Daniel J., Harry, Elizabeth G.
Format: Artikel
Sprache:eng
Schlagworte:
Children
Criticism
Early childhood education
Early Childhood Longitudinal Survey
Educational Policy
Educational research
Enrollment Rate
Equal Education
Experimenter Characteristics
Individuals with Disabilities Education Act
Learning disabilities
Longitudinal Studies
Minority Group Students
National Surveys
Policy Analysis
Population estimates
Poverty
Racial Composition
Reader Response
Research Methodology
Risk assessment
Sampling
Socioeconomic Status
Special Education
Special needs students
Statistical Analysis
Surveys
TECHNICAL COMMENTS
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Zusammenfassung:In this technical comment, we argue that Morgan et al.'s claim that there is no minority overrepresentation in special education is in error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) their failure to consider the complexities of special education disproportionality.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X16644606