The Role of Race in Special Education Referral, Identification, and Placement

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Improving Special Education Evaluation and Identification Through an Interdisciplinary Approach (Table 36)

Abstract

Abstract
This study addresses critiques of special education research investigating black student overrepresentation. Multivariate and bivariate statistics, chi square odds ratios, and propensity score matching were used to control and account for variables associated with overrepresentation. A statewide sample of students and teachers was used to investigate relationships between student and teacher race and school demographics, and special education identification and placement. Results show that, regardless of income or achievement, black students are 1) less likely to be identified for special services if they are assigned to black teachers, 2) less likely to be in inclusive placements with increases in white student enrollment, and 3) more likely to be identified for special services and placed in restrictive settings.

Authors

• Hardy Murphy, Indiana University - Indianapolis

• Cassandra M. Cole, Indiana University

• Hannah Bolte, Indiana University