| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w25829 |
| 来源ID | Working Paper 25829 |
| School Segregation and Racial Gaps in Special Education Identification | |
| Todd E. Elder; David N. Figlio; Scott A. Imberman; Claudia L. Persico | |
| 发表日期 | 2019-05-13 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | 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. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Discrimination |
| URL | https://www.nber.org/papers/w25829 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/583501 |
| 推荐引用方式 GB/T 7714 | Todd E. Elder,David N. Figlio,Scott A. Imberman,et al. School Segregation and Racial Gaps in Special Education Identification. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w25829.pdf（738KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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