An Integrative Synthesis of Literature on Disproportionality in Special Education (PDF)
This article examines the ways in which current studies analyze disproportionality through statistical methods, and compares those analyses based on the conceptualization of covariates.
Citation/Source
Cruz, Rebecca, and Janelle Rodl. 2018. “An Integrative Synthesis of Literature on Disproportionality in Special Education.” The Journal of Special Education 52 (1); 50–63.
Publication Date 2024
Addressing Disproportionality in Special Education Using a Universal Screening Approach (PDF)
This study compared students identified as at-risk to those presently receiving special education services within a nationally representative sample of 4,946 children. The study sought to address disproportionate representation at the referral stage of the identification process, particularly for those students at risk for a behavioral or emotional difficulty.
Citation/Source
Dever, Bridget, Tara Raines, Erin Dowdy, and Cody Hostutler. 2016. “Addressing Disproportionality in Special Education Using a Universal Screening Approach.” The Journal of Negro Education 85 (1): 59–71.
Publication Date 2024
Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities (PDF)
This article discusses the moral and ethical issues of disproportionate disciplinary practices in schools (exclusion, special education identification, and restrictive educational placement) and provides ways schools can begin to address or prevent this kind of disproportionality.
Citation/Source
Green, Ambra L., Daniel R. Cohen, and Melissa Stormont. 2019. “Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities.” Intervention in School and Clinic 54 (4): 241–245.
Publication Date 2024
NOTE: Overrepresentation in Special Education: Does the IDEA Violate the Equal Protection Clause? (PDF)
This law commentary article examines if and how overrepresentation in special education might violate the equal protection clause of the U.S. Constitution.
Citation/Source
Miles, Alana. 2016. “NOTE: Overrepresentation in Special Education: Does the IDEA Violate the Equal Protection Clause?” Rutgers Race & the Law Review 17 (245).
Publication Date 2024
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis (PDF)
This controversial research article argues that the research does not provide empirical evidence of overrepresentation in special education for Black students. Instead, it argues that Black children are underidentified for special education.
Citation/Source
Morgan, Paul, George Farkas, Michael Cook, Natasha Strassfeld, Marianne Hillemeier, Wik Hung Pun, and Deborah Schussler. 2017. “Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis.” Exceptional Children 83 (2): 181–198.
Publication Date 2024
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools (PDF)
This controversial research article argues that the research does not provide empirical evidence of overrepresentation in special education of students of ethnic minorities. Instead it argues that minority children are underidentified for special education.
Citation/Source
Morgan, Paul, George Farkas, Marianne Hillemeier, and Steve Maczuga. 2017. “Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools.” Educational Researcher 46 (6): 305–322.
Publication Date 2024
Equity, Disproportionality & Design: Professional Development Series for Educators 2021-2022 (Website)
A collaboration between South County SELPA, the Equity, Disproportionality & Design Project, and the National Center for Urban School Transformation (NCUST), featuring teachers and school leaders from award-winning schools. In this five session series, NCUST Executive Coaches Cara Riggs, Dr. Rupi Boyd, and Dr. Joseph Johnson will teach about five important practices successful schools have used to elevate learning to new levels for all students.
Citation/Source
Equity, Disproportionality & Design, (2021).
Publication Date 2024
Examination of Racial/Ethnic Disproportionality of Autism in California (Webpage)
This research article demonstrates that racial/ethnic disparities continue to exist for minoritized communities, noting that White students were overrepresented as having autism in special education. Caregiver perspectives were gathered and the data showed that English speaking parents were more likely to identify early signs of autism.
Citation/Source
Paul Luelmo, Hall, Laura J., and Estrellado, R. 2022. Examination of Racial/Ethnic Disproportionality of Autism in California. https://www.sciencedirect.com/science/article/pii/S1750946722000885 (accessed September 16, 2022).
Publication Date 2024
Equity Requirements in IDEA (Webpage)
This document contains a table that outlines three distinct requirements around equity: Disproportionate Representation, Significant Discrepancy, and Significant Disproportionality. This resource can help clarify the differences and similarities among the three equity requirements and enable users to compare and contrast these various equity requirements in key areas such as methodology, data sources, and reporting considerations.
Citation/Source
Nancy O’Hara, and Bollmer, Julie. 2020. Equity Requirements in IDEA. https://www.ideadata.org/resources/resource/1590/equity-requirements-in-idea (accessed September 16, 2022).
Publication Date 2024
Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification (Article)
The authors analyzed the delayed identification of Black and Latinx students post elementary school and the disproportionate eligibility outcomes as compared to their white peers.
Citation/Source
Cruz, R., and Firestone, A. (2022) Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification. Sociology of Race and Ethnicity, Vol. 8(1) 95–113
Publication Date 2024
