Brookings covers special education research
New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristics—notably family income and achievement—into account, racial and ethnic minority students are less likely to be identified for special education than white students. Through this finding is by now well established, it remains sufficiently controversial to generate substantial media buzz.[2 ]And plenty of research—with less convincing methods—has been interpreted as showing that too many blacks, especially boys, are identified for special education. The old conventional wisdom may be intuitively appealing because aggregate disability rates—with no adjustments for family income or other student characteristics—are higher for students who are black (1.4 times) or Native American (1.7), and lower for whites (0.9) and Asians (0.5), with Hispanic students about as likely to be identified as the rest of the population. Read more here.