The DOI matches its Crossref record; 93 of the 93 references it cites were found in a registry or an index.
Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions
Open accessAbstract
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive special education services. From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (e) emotional disturbances. Language-minority children were less likely to be identified as having (a) learning disabilities or (b) speech or language impairments.
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Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence
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Other people’s children: Cultural conflict in the classroom
Delpit, L. (1995) · College Composition and Communication · doi:10.2307/358724 · Cited by 2,502
An Integrative Model for the Study of Developmental Competencies in Minority Children
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An Integrative Model for the Study of Developmental Competencies in Minority Children
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Causal Analysis with Panel Data
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Special Education for the Mildly Retarded—Is Much of it Justifiable?
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Cited by
Bottiani, J. H., Larson, K. E., Debnam, K. J., Bischoff, C. M., & Bradshaw, C. P. (2018) · Journal of Teacher Education · doi:10.1177/0022487117722553 · Cited by 158
Racial disparities in developmental delay diagnosis and services received in early childhood
Gallegos, A., Dudovitz, R., Biely, C., Chung, P. J., Coker, T. R., Barnert, E., Guerrero, A. D., Szilagyi, P. G., & Nelson, B. B. (2021) · Academic Pediatrics · doi:10.1016/j.acap.2021.05.008 · Cited by 66
Cipriano, C., Naples, L. H., Eveleigh, A., Cook, A., Funaro, M., Cassidy, C., McCarthy, M. F., & Rappolt-Schlichtmann, G. (2023) · Review of Educational Research · doi:10.3102/00346543221094079 · Cited by 51
Opportunities and Challenges for AI-Based Support for Speech-Language Pathologists
Suh, H., Dangol, A., Meadan, H., Miller, C. A., & Kientz, J. A. (2024) · Proceedings of the 3rd Annual Meeting of the Symposium on Human-Computer Interaction for Work · doi:10.1145/3663384.3663387 · Cited by 43
The Invisible Labor of Access in Academic Writing Practices: A Case Analysis with Dyslexic Adults
Wang, E. Q., & Piper, A. M. (2022) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3512967 · Cited by 33
Metadata
- Authors
- Morgan, P. L., Farkas, G., Hillemeier, M. M., Mattison, R., Maczuga, S., Li, H., & Cook, M.
- Venue
- Educational Researcher
- Published
- 2015-06
- Volume
- 44
- Issue
- 5
- Pages
- 278-292
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W1896193485
- Cited by
- 488
- References
- 93
- FWCI
- 132.24
- Type
- journal article
- Language
- en
- Open access
- green
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- Morgan, P. L., Farkas, G., Hillemeier, M. M., Mattison, R., Maczuga, S., Li, H., & Cook, M. (2015). Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions. Educational Researcher. https://doi.org/10.3102/0013189x15591157
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
