TY - JOUR
T1 - Are hispanic, asian, native american, or language-minority children overrepresented in special education?
AU - Morgan, Paul L.
AU - Farkas, George
AU - Cook, Michael
AU - Strassfeld, Natasha M.
AU - Hillemeier, Marianne M.
AU - Pun, Wik Hung
AU - Wang, Yangyang
AU - Schussler, Deborah L.
N1 - Funding Information:
This work benefited from support by the CERN Strategic R&D Programme on Technologies for Future Experiments (https://cds.cern.ch/record/2649646/, CERN-OPEN-2018-006). This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 871072. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 101004761.
Publisher Copyright:
© The Author(s) 2017.
PY - 2018/2/1
Y1 - 2018/2/1
N2 - 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 languageminority 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.
AB - 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 languageminority 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.
UR - http://www.scopus.com/inward/record.url?scp=85042190339&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85042190339&partnerID=8YFLogxK
U2 - 10.1177/0014402917748303
DO - 10.1177/0014402917748303
M3 - Article
AN - SCOPUS:85042190339
SN - 0014-4029
VL - 84
SP - 261
EP - 279
JO - Exceptional children
JF - Exceptional children
IS - 3
ER -