Texas Special Education Cap's Associations with Disability Identification Disparities of Racial and Language Minority Students

Autor/inn/en	Morgan, Paul L.; Woods, Adrienne D.; Wang, Yangyang; Gloski, Cecelia A.
Titel	Texas Special Education Cap's Associations with Disability Identification Disparities of Racial and Language Minority Students
Quelle	In: Exceptional Children, 89 (2023) 2, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morgan, Paul L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221109849
Schlagwörter	Grade 4; Elementary School Students; Correlation; Special Education; Students with Disabilities; Disability Identification; Minority Group Students; African American Students; English Language Learners; Hispanic American Students; Socioeconomic Status; Economically Disadvantaged; Educational Legislation; Equal Education; Federal Legislation; Student Characteristics; Gender Differences; Low Income Students; Individualized Education Programs; Reading Achievement; Mathematics Achievement; White Students; Texas; Arkansas; Louisiana; New Mexico; Oklahoma; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Korrelation; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status; Bildungsrecht; Schulgesetz; Bundesrecht; Geschlechterkonflikt; Individualized education program; Individualisierendes Lernen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	We used time-varying effect modelling of two very large samples of fourth-grade students (N[subscript reading] = 148,240, N[subscript mathematics] = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from 2003 to 2017 for Texas students including those from historically marginalized communities. Following the cap's adoption, Texas students who are Black or English Language Learners (ELLs) were gradually less likely to have been identified as having disabilities than students in adjoining statues who are Black or ELLs in analyses adjusting for individual academic achievement, family economic disadvantage, school fixed effects, and other explanatory factors. Findings provide additional evidence of the cap's specific associations with disability identification disparities for demographic populations especially likely to have experienced violations of the Individuals with Disabilities Education Act's Child Find and free and appropriate public education requirements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01