Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian American and Pacific Islander (AAPI) students in the United States, particularly in quantitative research. This multistudy investigation explored patterns and predictors of AAPI representation in special education using (a) data from states’ federal child count reports and (b) a subsample of 4,290 participants from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–11 (ECLS-K:2011). Descriptive analysis of states’ child count data indicated that, compared to White students, Asian and Pacific Islander students’ relative risk of identification differed for most disabilities, with Pacific Islanders generally demonstrating higher relative risk. Multivariate analysis of the ECLS-K:2011 subsample indicated that ethnic group differences in risk of special education identification were not robust to sociodemographic and performance controls. We discuss potential contributors to these patterns and implications for research.

中文翻译：

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让可见的不可见：美国亚裔和太平洋岛民学生特殊教育身份不成比例的多项研究调查

尽管 50 多年来，不成比例一直是特殊教育研究的焦点，但很少有研究人员解决美国亚裔美国人和太平洋岛民 (AAPI) 学生潜在的不公平或不当待遇问题，尤其是在定量研究中。这项多项研究调查使用 (a) 来自各州联邦儿童人数报告的数据和 (b) 来自 2010-11 年早期儿童纵向研究 - 幼儿园班级 (ECLS-) 的 4,290 名参与者的子样本，探索了特殊教育中 AAPI 代表性的模式和预测因素。 K:2011)。对各州儿童人数数据的描述性分析表明，与白人学生相比，亚洲和太平洋岛民学生对大多数残疾学生的相对识别风险不同，太平洋岛民通常表现出较高的相对风险。ECLS-K:2011 子样本的多变量分析表明，特殊教育认同风险的种族差异对社会人口统计学和绩效控制并不稳健。我们讨论了这些模式的潜在贡献者以及对研究的影响。