School districts in the United States are required to monitor the overrepresentation of students of color in special education, yet recent studies have challenged these trends and suggest students of color may be underrepresented for services guaranteed under federal law. Missing in many of these discussions on disproportionality are the needs of Asian Americans and Pacific Islanders (AAPIs), a group consistently underrepresented in special education. Previous studies, however, do not examine the vast heterogeneity in experiences among AAPIs and how special education trends may differ across AAPI ethnic subgroups. Using longitudinal data on 10 cohorts of 42,807 total kindergartners from a school district over a 10-year period, this study probes deeper into underrepresentation by disaggregating participation trends and the timing of services for 11 AAPI ethnic subgroups. Results indicate that most AAPI student groups are underrepresented in special education and first receive services later than White peers. These patterns remain even after accounting for student background, level of acculturation, and school fixed effects.

中文翻译：

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亚裔美国人和太平洋岛民学生的特殊教育的入学和授课时间方面的差异

美国的学区被要求监视特殊教育中有色学生人数过多的现象，但是最近的研究挑战了这些趋势，并暗示有色学生的人数可能不足以提供联邦法律所保障的服务。在许多有关比例失调的讨论中，缺少亚裔美国人和太平洋岛民（AAPI）的需求，而这两个群体在特殊教育领域的代表性一直不足。但是，先前的研究并未检验AAPI经历之间的巨大异质性，以及AAPI种族亚群之间的特殊教育趋势可能如何不同。使用过去10年中来自学区的10个队列中总共42,807名幼儿园的纵向数据，这项研究通过分解11个AAPI族裔群体的参与趋势和服务时间，深入研究了代表性不足的问题。结果表明，大多数AAPI学生群体在特殊教育中的人数不足，并且比白人同龄人更晚获得服务。即使考虑了学生的背景，适应程度和学校的固定影响，这些模式仍然存在。