Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education?
We conducted a best-evidence synthesis of 22 studies to examine whether systemic bias explained minority disproportionate overrepresentation in special education. Of the total regression model estimates, only 7/168 (4.2%), 14/208 (6.7%), 2/37 (5.4%), and 6/91 (6.6%) indicated statistically significa...
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| Veröffentlicht in: | Exceptional children 2018-04, Vol.84 (3), p.261-279 |
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| container_title | Exceptional children |
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| creator | Morgan, Paul L. Farkas, George Cook, Michael Strassfeld, Natasha M. Hillemeier, Marianne M. Pun, Wik Hung Wang, Yangyang Schussler, Deborah L. |
| description | We conducted a best-evidence synthesis of 22 studies to examine whether systemic bias explained minority disproportionate overrepresentation in special education. Of the total regression model estimates, only 7/168 (4.2%), 14/208 (6.7%), 2/37 (5.4%), and 6/91 (6.6%) indicated statistically significant overrepresentation for Hispanic, Asian, Native American, and English language learner (ELL) or language-minority children, respectively. Among studies with the strongest internal and external validity, none of the 90 estimates (i.e., 0%) indicated overrepresentation attributable to racial or ethnic bias. Of the 18 estimates for language-minority and ELL children combined, only 3 (16.7%) indicated overrepresentation attributable to language use. Two of the 4 ELL-specific estimates (50%) indicated that children receiving English-as-a-second-language services may be overrepresented in special education. Overall, and replicating findings from a prior best-evidence synthesis, this synthesis indicated that children are underidentified as having disabilities based on their race or ethnicity and language use. |
| doi_str_mv | 10.1177/0014402917748303 |
| format | Article |
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Of the total regression model estimates, only 7/168 (4.2%), 14/208 (6.7%), 2/37 (5.4%), and 6/91 (6.6%) indicated statistically significant overrepresentation for Hispanic, Asian, Native American, and English language learner (ELL) or language-minority children, respectively. Among studies with the strongest internal and external validity, none of the 90 estimates (i.e., 0%) indicated overrepresentation attributable to racial or ethnic bias. Of the 18 estimates for language-minority and ELL children combined, only 3 (16.7%) indicated overrepresentation attributable to language use. Two of the 4 ELL-specific estimates (50%) indicated that children receiving English-as-a-second-language services may be overrepresented in special education. Overall, and replicating findings from a prior best-evidence synthesis, this synthesis indicated that children are underidentified as having disabilities based on their race or ethnicity and language use.</description><identifier>ISSN: 0014-4029</identifier><identifier>EISSN: 2163-5560</identifier><identifier>DOI: 10.1177/0014402917748303</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>American Indian Students ; Asian American Students ; Coding ; Disproportionate Representation ; English language ; English Language Learners ; Hispanic American Students ; Hispanic Americans ; Internal validity ; Language Minorities ; Literature Reviews ; Minority & ethnic groups ; Minority Group Students ; Regression (Statistics) ; Special Education</subject><ispartof>Exceptional children, 2018-04, Vol.84 (3), p.261-279</ispartof><rights>The Author(s) 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c331t-963d79446beddea6b97dd843eb8e6b7160afcbd462f58691a89ede4b10ae4f623</citedby><cites>FETCH-LOGICAL-c331t-963d79446beddea6b97dd843eb8e6b7160afcbd462f58691a89ede4b10ae4f623</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0014402917748303$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0014402917748303$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1173879$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Morgan, Paul L.</creatorcontrib><creatorcontrib>Farkas, George</creatorcontrib><creatorcontrib>Cook, Michael</creatorcontrib><creatorcontrib>Strassfeld, Natasha M.</creatorcontrib><creatorcontrib>Hillemeier, Marianne M.</creatorcontrib><creatorcontrib>Pun, Wik Hung</creatorcontrib><creatorcontrib>Wang, Yangyang</creatorcontrib><creatorcontrib>Schussler, Deborah L.</creatorcontrib><title>Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education?</title><title>Exceptional children</title><description>We conducted a best-evidence synthesis of 22 studies to examine whether systemic bias explained minority disproportionate overrepresentation in special education. Of the total regression model estimates, only 7/168 (4.2%), 14/208 (6.7%), 2/37 (5.4%), and 6/91 (6.6%) indicated statistically significant overrepresentation for Hispanic, Asian, Native American, and English language learner (ELL) or language-minority children, respectively. Among studies with the strongest internal and external validity, none of the 90 estimates (i.e., 0%) indicated overrepresentation attributable to racial or ethnic bias. Of the 18 estimates for language-minority and ELL children combined, only 3 (16.7%) indicated overrepresentation attributable to language use. Two of the 4 ELL-specific estimates (50%) indicated that children receiving English-as-a-second-language services may be overrepresented in special education. Overall, and replicating findings from a prior best-evidence synthesis, this synthesis indicated that children are underidentified as having disabilities based on their race or ethnicity and language use.</description><subject>American Indian Students</subject><subject>Asian American Students</subject><subject>Coding</subject><subject>Disproportionate Representation</subject><subject>English language</subject><subject>English Language Learners</subject><subject>Hispanic American Students</subject><subject>Hispanic Americans</subject><subject>Internal validity</subject><subject>Language Minorities</subject><subject>Literature Reviews</subject><subject>Minority & ethnic groups</subject><subject>Minority Group Students</subject><subject>Regression (Statistics)</subject><subject>Special Education</subject><issn>0014-4029</issn><issn>2163-5560</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNp1kEFLw0AQhRdRsFbvXoQFr43OZjeb5CSlVKtUe1DPYZOd1C3tJu4mhf57EyIKgqcZ5nvzHjxCLhncMBbHtwBMCAjTbhcJB35ERiGTPIgiCcdk1OOg56fkzPsNAEiIYETM1CFdGF8ra4oJnXqj7IS-qMbskU536EzRHypHl8quW7XG4NnYypnmQGcfZqsdWrrao3NYO_RoG9TUWPpaY2HUls51W3Rmlb07Jyel2nq8-J5j8n4_f5stguXq4XE2XQYF56wJUsl1nAohc9QalczTWOtEcMwTlHnMJKiyyLWQYRklMmUqSVGjyBkoFKUM-ZhcD761qz5b9E22qVpnu8gsBBZHEeMQdyoYVIWrvHdYZrUzO-UOGYOsLzT7W2j3cjW89KX8yOdPnZoncdrxYOC-a-k39F-_Lw87fns</recordid><startdate>20180401</startdate><enddate>20180401</enddate><creator>Morgan, Paul L.</creator><creator>Farkas, George</creator><creator>Cook, Michael</creator><creator>Strassfeld, Natasha M.</creator><creator>Hillemeier, Marianne M.</creator><creator>Pun, Wik Hung</creator><creator>Wang, Yangyang</creator><creator>Schussler, Deborah L.</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>K9.</scope></search><sort><creationdate>20180401</creationdate><title>Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education?</title><author>Morgan, Paul L. ; 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| source | SAGE Complete A-Z List; Education Source |
| subjects | American Indian Students Asian American Students Coding Disproportionate Representation English language English Language Learners Hispanic American Students Hispanic Americans Internal validity Language Minorities Literature Reviews Minority & ethnic groups Minority Group Students Regression (Statistics) Special Education |
| title | Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education? |
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