A Longitudinal Analysis of Sociodemographic Factors and Special Education Disproportionality Among Black Students

• In Event: Mind the Gaps: Educational Stratification by Race/Ethnicity and Ability/Disability

Abstract

Racial and ethnic disproportionality in special education is a problematic educational and social issue in the US that has persisted for decades despite extensive regulations. Inequitable trends among students are well documented, with Black and Latino males overrepresented in subjective disability categories. This study examines how changes in school district (n = 671) sociodemographics from 2002-2003 to 2010-2011 relate to variations in the probability of Black students being disproportionately classified. To our knowledge, there has been neither a longitudinal nor multilevel analysis of possible factors contributing to racial disparities in special education. Results indicate that district size, non-white enrollment, suspension rates, and time are significant factors and demonstrate the importance of community context when evaluating disproportionality and its associated inequities.

Authors

• Alexandra Aylward, New York University

• Roey Ahram, New York University

• Catherine Kramarczuk Voulgarides, New York University