Disproportionate Representation of Minority Students in Special Education: Academic, Demographic, and Economic Predictors

By John L. Hosp, D. Reschly. 2004

294 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/3e9f53c5f0296d2b41180f34217fecd48f140f9c

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

Unproven Links (2005, background): “Although the risk ratio is less sensitive to changes in relative proportions of population, risk ratio estimates may become unstable in the case of small samples (Hosp & Reschly, 2004).”
Evidence of Ethnic Disproportionality in Special Education in an English Population (2009, background): “However, a more complex relationship is evident when the interaction with different categories of disability is considered (Hosp & Reschly, 2004).”
The Miner’s Canary (2010, background): “Although the academic factors contributed significantly to two thirds of the models tested in the study, “the academic block of predictors was generally the weakest of the three blocks” (Hosp & Reschly, 2004, p. 194).”
Parental Involvement: The Missing Link in School Achievement (2011, background): “Furthermore, given that there is an overrepresentation of diverse students (including lowincome and ethnic minority) in special education services (Hosp & Reschly, 2004), parental involvement for these particular children is also crucial.”
Theorizing Racial Inequity in Special Education (2011, methodology): “(p. 289) In addition, White students have been used as the comparison group in previous disproportionality studies (e.g., Artiles et al., 2005; Hosp & Reschly, 2004).”
Does Access Matter? Time in General Education and Achievement for Students With Disabilities (2013, background): “This complexity came into play in the quantitative research of Hosp and Reschly (2004) as they recognized connections between race and placement in special education.”
Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, background): “…the unit of analysis (e.g., an individual school or district vs. a sample of schools across a state or nation), whether a school is segregated (MacMillan & Reschly, 1998), and determining how students are classified into ethnic groups for analyses (Hosp & Reschly, 2004; MacMillan & Reschly, 1998).”
An Integrative Synthesis of Literature on Disproportionality in Special Education (2018, background): “Hosp and Reschly (2004) conducted a similar study and found that demographics such as race and English proficiency remained strong predictors of identification even after controlling for achievement and economic predictors, and although SES offset some of the difference, it did not eliminate race…”
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk (2013, unknown): “…mean academic performance, dropout rates, and proportions of students receiving free and reduced-price lunch (e.g., see Coutinho et al., 2002; Eitle, 2002; Hosp & Reschly, 2004; Serwatka, Deering, & Grant, 1995; Skiba, PoloniStaudinger, Simmons, Feggins-Azziz, & Chung, 2005; Sullivan, 2011).”
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis (2017, background): “Failure to account for academic achievement and additional potential confounds has been repeatedly identified as a major methodological limitation of existing MDR research (e.g., Donovan & Cross, 2002; Hosp & Reschly, 2004; MacMillian & Reschly, 1998).”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “One limitation to risk ratios is that they are greatly influenced by small group sizes, and caution is advised when interpreting risk ratios calculated from small numbers (Hosp & Reschly, 2004).”