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15 J.L. Soc'y 241 (2013-2014)
Elusive Quest for Equity: An Analysis of How Contextual Factors Contribute to the Likelihood of School Districts Being Legally Cited for Racial Disproportionality in Special Education

handle is hein.journals/jls15 and id is 257 raw text is: THE ELUSIVE QUEST FOR EQUITY: AN ANALYSIS OF HOW CONTEXTUAL FACTORS CONTRIBUTE TO THE LIKELIHOOD OF SCHOOL DISTRICTS BEING LEGALLY CITED FOR RACIAL DISPROPORTIONALITY IN SPECIAL EDUCATION CATHERINE KRAMARCZUK VOULGARIDES,I ALEXANDRA AYLWARD,2 AND PEDRO A. NOGUERA3 I. O BJECTIV ES ........................................ .......................................... 242 II. C O N TEX T .......................................................................................... 242 III. DISPROPORTIONALITY IN SPECIAL EDUCATION .............................. 244 IV. THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) AND DISPROPORTIONALITY ............................................................ 247 V. SOCIOLOGY OF SPECIAL EDUCATION: EXPLORING THE THEORETICAL UNDERPINNINGS OF DISPROPORTIONALITY ........... 247 VI. SITE SELECTION .......................................... 253 VII. DATASET DESCRIPTION ................................................................. 257 VIII. THEORETICAL VARIABLES OF INTEREST ...................................... 257 IX . M ETH O D S ........................................................................................ 259 X. DATA SET CHARACTERISTICS .......................................................... 262 X I. M ODEL R ESULTS ............................................................................. 265 X II. F IN D IN G S ....................................................................................... 267 XIII. DISCUSSION/IMPLICATIONS .......................................................... 270 1. Catherine Kramarczuk Voulgarides is a doctoral candidate in the Sociology of Education program at New York University. She works at the Technical Assistance Center on Disproportionality in Special Education at the Metropolitan Center for Research on Equity and the Transformation of Schools. Her research interests are centered on understanding how the application of policy, and, more specifically, federal disability legislation, relate to the persistence of racial and ethnic disproportionality in special education. 2. Alexandra Aylward is a doctoral candidate in Sociology of Education at New York University. Since she began her graduate studies, Aylward has worked as a graduate research assistant at the Metropolitan Center for Research on Equity and the Transformation of Schools. Her research focuses on racial and ethnic inequities in educational access and outcomes. 3. Pedro Noguera is the Peter L. Agnew Professor of Education and the Executive Director of the Metropolitan Center for research on Equity and the Transformation of Schools at New York University. He is the author of nine books and over 150 articles and monographs. Dr. Noguera serves on the boards of numerous national and local organizations including the Economic Policy Institute, the Young Women's Leadership Institute, The After School Corporation, and The Nation Magazine. He is also a member of the National Academy of Education.

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