Are Special Education Data Ever “Race Neutral”? Reporting Educational Environments Data by Race and Ethnicity

IF 1.1 4区医学 Q3 REHABILITATION

Journal of Disability Policy Studies Pub Date : 2023-07-23 DOI:10.1177/10442073231189473

Tye A. Ripma

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引用次数: 0

Abstract

The U.S. Department of Education’s Office of Special Education Programs collects data on how states implement the Individuals with Disabilities Education Act through the mandated State Performance Plan/Annual Performance Report (SPP/APR). Some indicators in the SPP/APR require state educational agencies (SEAs) to report data by race and ethnicity. These state-level reports consistently show that students of color with disabilities spend the most time in separate educational settings such as resource rooms and special day classes. Despite the racial and ethnic discrepancies in these data, SEAs do not report educational environments for children with disabilities by race and ethnicity at the local level. As a result, the public can only see racialized patterns in educational environments at the state level, not within local educational agencies. Race and ethnicity are important factors in addressing educational inequities. This article describes current special education data reporting requirements related to educational environments and offers policy, practice, and research implications for reporting race and ethnicity with these data.

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特殊教育数据是否“种族中立”?按种族和民族报告教育环境数据

美国教育部特殊教育项目办公室通过强制性的州绩效计划/年度绩效报告(SPP/APR)收集各州如何实施《残疾人教育法》的数据。SPP/APR中的一些指标要求州教育机构(SEAs)按种族和民族报告数据。这些州一级的报告一致表明，有色人种残疾学生在不同的教育环境中花费的时间最多，比如资源室和特殊的日间班。尽管这些数据中存在种族和民族差异，但SEAs并没有在地方一级按种族和民族报告残疾儿童的教育环境。因此，公众只能在州一级的教育环境中看到种族化的模式，而不是在地方教育机构中。种族和民族是解决教育不平等问题的重要因素。本文描述了当前与教育环境相关的特殊教育数据报告要求，并提供了使用这些数据报告种族和民族的政策、实践和研究含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Disability Policy Studies REHABILITATION-

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Journal of Disability Policy Studies addresses compelling, variable issues in ethics, policy, and law related to individuals with disabilities. A major focus is quantitative and qualitative policy research. Articles have implications in fields such as education, law, sociology, public health, family studies, medicine, social work, and public administration. Occasional special series discuss current problems or areas needing more in-depth research, for example, disability and aging, policy concerning families of children with disabilities, oppression and disability, school violence policies and interventions, and systems change in supporting individuals with disabilities.