Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools

Autor/inn/en	Waitoller, Federico R.; Maggin, Daniel M.
Titel	Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools
Quelle	In: Remedial and Special Education, 41 (2020) 3, S.127-138 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waitoller, Federico R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518800392
Schlagwörter	Charter Schools; Equal Education; Racial Bias; Access to Education; Public Schools; Inclusion; Special Education; Students with Disabilities; Urban Schools; African American Students; White Students; Racial Differences; Elementary Secondary Education; Educational Legislation; Federal Legislation; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Racial discrimination; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Afroamerikaner; Rassenunterschied; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of "institutional isomorphism" and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students' placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools' (NS) racial inequities evidenced in access to general education classrooms. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01