دورية أكاديمية
Texas Special Education Cap's Associations with Disability Identification Disparities of Racial and Language Minority Students
| العنوان: | Texas Special Education Cap's Associations with Disability Identification Disparities of Racial and Language Minority Students |
|---|---|
| اللغة: | English |
| المؤلفون: | Morgan, Paul L. (ORCID |
| المصدر: | Exceptional Children. Jan 2023 89(2):125-141. |
| الإتاحة: | SAGE Publications. 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R324A200166 P2CHD041025 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | 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 |
| مصطلحات جغرافية: | Texas, Arkansas, Louisiana, New Mexico, Oklahoma |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| DOI: | 10.1177/00144029221109849 |
| تدمد: | 0014-4029 2163-5560 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1357974 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0014-4029 2163-5560 |
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| DOI: | 10.1177/00144029221109849 |