ArticleEducational researcher (Washington, D.C. : 1972)
Minorities are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions.
Article in Educational researcher (Washington, D.C. : 1972). The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 53 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
53 citing papers in PubMed.
- Parent Perspectives on Barriers to Behavioral Health Services for Children With ADHD.Journal of attention disorders · 2026Article
- A Longitudinal Analysis of Sentence Repetition by Spanish-English Bilinguals With and Without Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Navajo Children With and Without Speech Sound Disorders.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Effects of Life Kinetik-based exercise training on cognitive and motor performance in individuals with intellectual disabilities.Frontiers in public health · 2026Article
- Examining the Relationship Between Community Resources and Early Disability Identification: Variation by Child Race or Ethnicity.Prevention science : the official journal of the Society for Prevention Research · 2025Article
- Development and Validation of Nomogram-Based Prediction Models for Developmental Language Disorder in Bilingual Children.Journal of speech, language, and hearing research : JSLHR · 2025Article
- Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder.American journal of speech-language pathology · 2025Article
- Behavioral Health Flag Use by Race and Ethnicity in a Pediatric Emergency Department.JAMA network open · 2025Article
- Perceived Parent Needs for Improving Parent Participation in School-Based Therapies for Children with Disabilities Using the Parent-Therapist Partnership Survey.Journal of autism and developmental disorders · 2025Article
- Physical-intellectual badminton teaching intervention for children with intellectual disabilities.Frontiers in psychology · 2025Article
- Revisiting the definition of dyslexia.Annals of dyslexia · 2024Article
- Exploring Assumptions of the Bilingual Delay in Children With and Without Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Bilingual Vocabulary Assessment: Examining Single-Language, Conceptual, and Total Scoring Approaches.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Adversity effects on nonword repetition skills: A proxy measure of language and reading ability.Child abuse & neglect · 2023Article
- Factors Predictive of Being Bullies or Victims of Bullies in US Elementary Schools.School mental health · 2023Article
- Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era.Journal of educational change · 2023Article
- Mental Health Trajectories of Latinx Female Caregivers and Young Children During COVID-19: A Longitudinal Analysis.Journal of child and family studies · 2023Article
- Adversity Exposure, Syntax, and Specific Language Impairment: An Exploratory Study.Journal of speech, language, and hearing research : JSLHR · 2022Article
- Interpretation and Use of Standardized Language Assessments for Diverse School-Age Individuals.Perspectives of the ASHA special interest groups · 2022Article
- Identifying Language Disorder in Bilingual Children Using Automatic Speech Recognition.Journal of speech, language, and hearing research : JSLHR · 2022Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
We investigated whether and to what extent minority children attending elementary and middle schools in the U.S. are over- or under-identified as disabled and so disproportionately represented in special education. To address existing limitations in the field's knowledge base, we (a) analyzed multi-year longitudinal data, (b) used hazard modeling to estimate over-time dynamics of disability identification across five specific conditions, and (c) extensively corrected for child-, family-, and school-level potential confounding variables (e.g., child-level academic achievement and behavior, family-level socioeconomic status, school-level state location). Despite long-standing and on-going federal legislative and policy efforts to reduce minority over-representation in special education, our analyses indicated that this has not been occurring in the U.S. Instead, minority children are less likely than otherwise similar White, English-speaking children to be identified as disabled and so receive special education services. From kindergarten entry to at least the end of middle school, racial and ethnic minority children are less likely than otherwise similar White children to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (d) emotional disturbances. Language minority children are less likely to be identified as having (a) specific learning disabilities or (b) speech or language impairments.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.