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 overidentified in schools with relatively small shares of minorities and substantially underidentified 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.

中文翻译：

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特殊教育鉴定中的学校隔离和种族差距

我们使用佛罗里达州的出生和教育记录联系起来，以调查对儿童残障的识别因种族和学校种族组成的不同而不同。通过一系列分解，我们发现黑人和西班牙裔学生被识别为残疾的比例要低于观察到的白人学生。黑人和西班牙裔学生在少数族裔中所占比例相对较小的学校中被过度识别，而在少数族裔中所占比例较大的学校中则被严重识别不足。我们的结果与种族和民族与学校中多数种族不同的学生中的残疾学校官员的意识得到了提高是一致的。