School Segregation and Racial Gaps in Special Education Identification

Todd Elder, David Figlio, Scott Imberman and Claudia Persico

No 25829, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We use linked birth and education records from Florida to investigate how the identification of childhood disabilities varies by race and school racial composition. Using a series of decompositions, we find that black and Hispanic students are identified with disabilities at lower rates than are observationally similar white students. Black and Hispanic students are over-identified in schools with relatively small shares of minorities and substantially under-identified in schools with large minority shares. Our results are consistent with a heightened awareness among school officials of disabilities in students who are racially and ethnically distinct from the majority race in the school.

JEL-codes: I21 I24 J70 (search for similar items in EconPapers)
Date: 2019-05
New Economics Papers: this item is included in nep-bec and nep-ure
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Published as Todd E. Elder & David N. Figlio & Scott A. Imberman & Claudia L. Persico, 2021. "School Segregation and Racial Gaps in Special Education Identification," Journal of Labor Economics, vol 39(S1), pages S151-S197.

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Journal Article: School Segregation and Racial Gaps in Special Education Identification (2021)
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