Disparities in the Enrollment and Timing of Special Education for Asian American and Pacific Islander Students

2019 ◽  
Vol 53 (3) ◽  
pp. 177-190 ◽  
Author(s):  
North Cooc
Keyword(s):  
Special Education ◽  
Asian American ◽  
Students Of Color ◽  
Fixed Effects ◽  
Background Level ◽  
The United States ◽  
Federal Law ◽  
Student Groups ◽  
Student Background ◽  
Ethnic Subgroups

School districts in the United States are required to monitor the overrepresentation of students of color in special education, yet recent studies have challenged these trends and suggest students of color may be underrepresented for services guaranteed under federal law. Missing in many of these discussions on disproportionality are the needs of Asian Americans and Pacific Islanders (AAPIs), a group consistently underrepresented in special education. Previous studies, however, do not examine the vast heterogeneity in experiences among AAPIs and how special education trends may differ across AAPI ethnic subgroups. Using longitudinal data on 10 cohorts of 42,807 total kindergartners from a school district over a 10-year period, this study probes deeper into underrepresentation by disaggregating participation trends and the timing of services for 11 AAPI ethnic subgroups. Results indicate that most AAPI student groups are underrepresented in special education and first receive services later than White peers. These patterns remain even after accounting for student background, level of acculturation, and school fixed effects.

Making Visible the Invisible: Multistudy Investigation of Disproportionate Special Education Identification of U.S. Asian American and Pacific Islander Students

2020 ◽  
Vol 86 (4) ◽  
pp. 449-467
Author(s):  
Amanda L. Sullivan ◽  
Tara Kulkarni ◽  
Vichet Chhuon
Keyword(s):  
Special Education ◽  
Relative Risk ◽  
Asian American ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Pacific Islander ◽  
The United States ◽  
Asian And Pacific Islander ◽  
And Performance ◽  
Special Education Identification

Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian American and Pacific Islander (AAPI) students in the United States, particularly in quantitative research. This multistudy investigation explored patterns and predictors of AAPI representation in special education using (a) data from states’ federal child count reports and (b) a subsample of 4,290 participants from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–11 (ECLS-K:2011). Descriptive analysis of states’ child count data indicated that, compared to White students, Asian and Pacific Islander students’ relative risk of identification differed for most disabilities, with Pacific Islanders generally demonstrating higher relative risk. Multivariate analysis of the ECLS-K:2011 subsample indicated that ethnic group differences in risk of special education identification were not robust to sociodemographic and performance controls. We discuss potential contributors to these patterns and implications for research.

The Role of the Perceptions of School Climate and Teacher Victimization by Students

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5526-5551 ◽  
Author(s):  
Francis L. Huang ◽  
Colleen Lloyd Eddy ◽  
Emily Camp
Keyword(s):  
Special Education ◽  
Public Schools ◽  
School Climate ◽  
Fixed Effects ◽  
Administrative Support ◽  
The United States ◽  
School Bullying ◽  
Data Set ◽  
Teacher Victimization ◽  
K 12

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

Disproportionality in Special Education: A Synthesis of International Research and Trends

2018 ◽  
Vol 52 (3) ◽  
pp. 163-173 ◽  
Author(s):  
North Cooc ◽  
Elisheba W. Kiru
Keyword(s):  
United States ◽  
Special Education ◽  
Children With Disabilities ◽  
The United States ◽  
Indigenous Populations ◽  
Cultural Barriers ◽  
Policy Recommendations ◽  
Student Groups ◽  
English Speaking ◽  
Special Education Identification

Access to schooling and special education services remains a challenge for many children with disabilities around the world. In the United States, much attention has focused on disproportionality—the over- and underrepresentation of student groups within special education. In this study, to contextualize and better understand the scope and factors associated with disproportionality in the United States and abroad, we synthesized literature on special education disproportionality in international contexts and identified trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations. Nearly all studies emphasized structural inequalities in society over cultural barriers as mechanisms contributing to disproportionality. Policy recommendations, however, were more likely to focus on improving the special education identification process. The review has implications for research, practice, and policy to improve education for children with disabilities in the United States and abroad.

scholarly journals Who Votes among Asian American Ethnic Subgroups?

2021 ◽  
Vol 7 ◽  
pp. 237802312199685
Author(s):  
Haifan Xiao ◽  
Loretta E. Bass
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
Presidential Election ◽  
Voting Behavior ◽  
Chinese Americans ◽  
The United States ◽  
Two Samples ◽  
Ethnic Subgroups ◽  
Logistic Regressions ◽  
First Time

The authors address the gap in what is known about voting among Asian American ethnic subgroups using National Asian American Survey 2016 Post-Election Survey data to investigate the propensity to vote in the 2016 presidential election across two samples: registered Asian Americans and registered naturalized Asian Americans. The authors use logistic regressions to examine voting behavior across 10 Asian ethnic subgroups for the first time. Across both samples of Asian Americans and naturalized Asian Americans, Chinese Americans demonstrate a lower propensity to vote than most other Asian ethnic subgroups, while Asian Indian and Bangladeshi Americans demonstrate a higher propensity to vote. Among all Asian Americans, being female, being older, and having more education all pattern higher rates of reported voting in the 2016 presidential election, while for naturalized Asians, time in the United States and higher levels of education are associated with a higher likelihood of voting in the 2016 presidential election.

Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence From Wisconsin’s Longitudinal Data

2020 ◽  
Vol 53 (1) ◽  
pp. 83-112
Author(s):  
F. Chris Curran ◽  
Aydin Bal ◽  
Peter Goff ◽  
Nicholas Mitchell
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Fixed Effects ◽  
School Discipline ◽  
Individualized Education Program ◽  
The United States ◽  
Lower Probability ◽  
School Suspension ◽  
In School Suspension ◽  
The Relationship

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED, little research has examined how students who experience de-identification fare with regard to academic or behavioral outcomes. To our knowledge, this is the first study to examine the relationship between ED de-identification and student outcomes in the United States. The study uses longitudinal, administrative data to estimate the relationship between special education de-identification from ED and both academic and school discipline outcomes. Results of regression models with a variety of fixed effects, including student fixed effects, suggest that students who are de-identified have higher academic achievement after de-identification and a lower probability of experiencing an in-school suspension (ISS). Results for out-of-school suspension (OSS) are mixed. The results suggest that appropriately timed exit from special education services for students with ED who have been determined by individualized education program (IEP) teams to be suitable for de-identification is unlikely to harm students academically but that extra attention to OSS may be needed. The results point to the need for more attention to de-identification.

Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools

2017 ◽  
Vol 46 (6) ◽  
pp. 305-322 ◽  
Author(s):  
Paul L. Morgan ◽  
George Farkas ◽  
Marianne M. Hillemeier ◽  
Steve Maczuga
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Fixed Effects ◽  
English Language ◽  
Ethnic Disparities ◽  
The United States ◽  
Language Learner ◽  
Minority Children ◽  
White Children ◽  
Disability Identification

Federal legislation and policy increasingly seek to address minority overrepresentation in special education due to concerns that U.S. schools are misidentifying children as disabled based on their race or ethnicity. Yet whether and to what extent this is occurring is currently in dispute. We estimated racial disparities in disability identification using very large (e.g., Ns = 183,570, 165,540, and 48,560) student-level, nationally representative data sets and multivariate logistic regression including school fixed effects models along with tabulations of percentage with a disability among racial or ethnic groups across academic achievement deciles. Among children who were otherwise similar in their academic achievement, poverty exposure, gender, and English language learner status, racial or ethnic minority children were consistently less likely than White children to be identified as having disabilities. Minority children’s disability underidentification was evident (a) in elementary, middle, and high school; (b) across racially diverse groups and specific disability conditions; and (c) throughout the achievement distribution. Contrary to federal regulatory and policy efforts, minority children have been less likely than otherwise similarly achieving White children to receive special education services in the United States since at least 2003.

scholarly journals Addressing Asian American Misrepresentation and Underrepresentation in Research

2020 ◽  
Vol 30 (3) ◽  
pp. 513-516
Author(s):  
Nilay S. Shah ◽  
Namratha R. Kandula
Keyword(s):  
United States ◽  
Health Status ◽  
Asian Americans ◽  
Asian American ◽  
Rapid Growth ◽  
Minority Group ◽  
The United States ◽  
Ethnic Subgroups ◽  
Racial Ethnic ◽  
Race Category

Asian Americans are the fastest growing racial/ethnic minority group in the United States and have unique, heterogenous health status and outcomes across a range of conditions between disaggregated Asian subgroups. Despite the rapid growth of this group, clinical and epidemiologic research lags considerably in adequately and ap­propriately representing Asian Americans. Too often, Asian American participants and populations are inappropriately aggregated into a single race category in research, masking important differences between ethnic subgroups. In this commentary, actionable recommendations are provided to investigators in order to enhance inclu­sion and representation of Asian Americans in a broad scope of research programs. Incorporating these recommendations in research planning and conduct will support health and promote health equity for these populations. Ethn Dis. 2020;30(3):513-516; doi:10.18865/ed.30.3.513

Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline

2019 ◽  
Vol 56 (5) ◽  
pp. 1973-2003 ◽  
Author(s):  
Bach Mai Dolly Nguyen ◽  
Pedro Noguera ◽  
Nathan Adkins ◽  
Robert T. Teranishi
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
Students Of Color ◽  
School Discipline ◽  
Pacific Islander ◽  
Pacific Islanders ◽  
Racial Disproportionality ◽  
Discipline Gap ◽  
Ethnic Subgroups ◽  
Risk Ratios

Research on the school discipline gap reveals growing awareness of the disproportionate impact on students of color; however, dynamics of the racial discipline gap remain underanalyzed. This article uses risk ratios to descriptively establish if ethnic disproportionality in school discipline is present among Asian American and Pacific Islander (AAPI) subgroups. We find that when AAPI data are disaggregated, significant variations in discipline patterns emerge. Pacific Islanders are nearly twice as likely as their White peers to be disciplined when separated from Asian Americans, and all Pacific Islander subgroups are at equal or higher risk for discipline. We also find a discipline gap between ethnic subgroups. Our findings affirm the need to further refine the analyses of race and school discipline.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

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