Disturbing Inequities: Exploring the Relationship between Racial Disparities in Special Education Identification and Discipline

Autor/inn/en	Losen, Daniel; Hodson, Cheri; Ee, Jongyeon; Martinez, Tia
Titel	Disturbing Inequities: Exploring the Relationship between Racial Disparities in Special Education Identification and Discipline
Quelle	In: Journal of Applied Research on Children, 5 (2014) 2, Artikel 15 (88 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-5834
Schlagwörter	Special Education; Equal Education; Racial Bias; Disproportionate Representation; Discipline; Suspension; Emotional Disturbances; Learning Disabilities; Predictor Variables; Autism; Minority Group Students; Elementary Schools; Middle Schools; High Schools; At Risk Students; Gender Differences; Teacher Competencies; Racial Composition; Intellectual Disability; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Racial discrimination; Rassismus; Disziplin; Ausschluss; Schulausschluss; Gefühlsstörung; Learning handicap; Lernbehinderung; Prädiktor; Autismus; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Geschlechterkonflikt; Lehrkunst; Intellect; Disability; Disabilities; Verstand; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This study used negative binomial regression to investigate whether exposure to novice teachers and risk for identification for special education predicted suspension rates. Data from the 2009-2010 Civil Rights Data Collection (CRDC) was used. The sample was comprised of 72,168 schools from nearly 7,000 school districts from nearly every state. Identification as having emotional disturbance and specific learning disabilities were found to predict an increase in suspension rates for some subgroups across some school levels. Conversely, identification as being autistic was found to predict a decrease in suspension rates for some subgroups across some school levels. Policy implications are discussed. (As Provided).
Anmerkungen	Children At Risk. 2900 Weslayan Street Suite 400, Houston, TX 77027. Tel: 713-869-7740; Fax: 713-869-3409; e-mail: jarc@childrenatrisk.org; Web site: http://digitalcommons.library.tmc.edu/childrenatrisk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01