Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools

This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the c...

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Bibliographic Details
Published inRemedial and special education Vol. 41; no. 3; pp. 127 - 138
Main Authors Waitoller, Federico R., Maggin, Daniel M.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2020
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Access
Access to Education
African American Students
Charter Schools
Classrooms
Educational Legislation
Elementary Secondary Education
Equal Education
Federal Legislation
General education
Inclusion
Inequality
Longitudinal studies
Neighborhoods
Public Schools
Racial Bias
Racial Differences
Racism
School districts
Special Education
Students with Disabilities
Urban Schools
White Students
Illinois (Chicago)
United States > US
Chicago Illinois
inclusive
inclusion
diversity
quantitative
classroom
legal/policy issues
research methodology
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Summary:This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of institutional isomorphism and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students’ placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools’ (NS) racial inequities evidenced in access to general education classrooms.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932518800392