The Relationship Between Race and Social Status in Special Education Placement

• In Event: Special Education Research SIG: Response to Intervention

Abstract

The purpose of this study was to investigate how theoretically driven student and school level socioeconomic status variables affect students’ odds of being identified as having a disability. Using a nationally representative dataset, hierarchical models were used to determine what effect socioeconomic status had on special education identification at the school and student level. Results indicated that girls and Asian American students are significantly less likely to receive special education services, and that girls are significantly less likely than boys to be identified with a high-incidence disability. Higher parent education attainment was negatively related to high-incidence disability identification. These findings have implications for the conceptualization of socioeconomic status and how student- and school-level factors affect special education placement rates.

Authors

• Aleksis P Kincaid, University of Minnesota - Twin Cities

• Amanda L. Sullivan, University of Minnesota