| Title: |
A Critical Appraisal of the Evidence on Racial Disproportionality in Special Education |
| Language: |
English |
| Authors: |
Rachel Elizabeth Fish (ORCID 0000-0002-5720-021X); Kenneth Shores (ORCID 0000-0003-3039-420X); João M. Souto Maior (ORCID 0000-0003-3421-0754) |
| Source: |
Exceptional Children. 2026 92(2):144-163. |
| 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: |
20 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Disproportionate Representation; Race; Special Education; African American Students; Equal Education; Educational Policy; Educational Research; Data Analysis; Minority Group Students; Research Methodology; Data Collection; Children; Surveys; Longitudinal Studies; National Competency Tests; Individualized Education Programs; Demography; Disability Identification |
| Assessment and Survey Identifiers: |
Early Childhood Longitudinal Survey; National Assessment of Educational Progress |
| DOI: |
10.1177/00144029251350094 |
| ISSN: |
0014-4029; 2163-5560 |
| Abstract: |
This essay provides a two-pronged critical assessment of a subset of the literature on racial disproportionality in special education: that which aims to estimate racial disparities among otherwise similar children. This body of research has shown that Black students are less likely than "comparable" White students to receive special education, and has been interpreted by many to mean that current policies meant to reduce Black over-representation may be exacerbating inequality. Our essay argues that this subset of research has fundamental limitations in its covariate adjustment practices and its data quality, making "under-representation" findings questionable. We argue that caution and further study are needed for an accurate understanding of the nature of racial disproportionality in special education. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1490667 |
| Database: |
ERIC |