Search EdWorkingPapers

Search for EdWorkingPapers here by author, title, or keywords.

Direct and Spillover Effects of Limiting Minority Student Access to Special Education

Black students are about 1.5 times more likely to be receiving special education (SpEd) services relative to white students. While there is concern that this implies some black students are inappropriately placed in SpEd, the impacts of the disproportionate representation of minority students in SpEd remains unclear. Using administrative data from Texas, we find that capping black disproportionality led to small gains in high school completion and college attainment for black students in special and general education. Overall, our results suggest that reductions in SpEd misclassification among black students may serve to reduce gaps in later-life success across race.

Education level
Document Object Identifier (DOI)
10.26300/m2m5-0t83

EdWorkingPaper suggested citation:

Ballis, Briana, and Katelyn Heath. (). Direct and Spillover Effects of Limiting Minority Student Access to Special Education. (EdWorkingPaper: -364). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/m2m5-0t83

Machine-readable bibliographic record: RIS, BibTeX