Studies related to disproportionate special education identification of students from historically marginalized groups have used increasingly complex analyses to understand the interplay of factors that cause and maintain disparities. However, information regarding the influence of students’ grade level at initial special education placement remains limited. Situated in labeling theory and life course theory, we used discrete-time survival analysis to examine temporal student- and school-level factors related to patterns of placement for minoritized students within one large urban school district. Results showed that gender, race, and socioeconomic status were all factors generally associated with special education identification, and that African American and Latinx students were more likely to be placed into special education later in their school careers. This disproportionality in delayed placement was associated with particular special education labels; for example, African American students identified post-elementary school were more likely to be labeled with emotional disturbance and specific learning disability compared to same-age White peers, and Latinx students were more likely to be labeled with specific learning disability and intellectual disability compared to same-age White peers. These results implicate inequities that emerge at the intersections of age, race, and perceptions of ability that should be considered in future studies of educational equity.

与历史上边缘化群体的学生不成比例的特殊教育识别相关的研究使用越来越复杂的分析来了解导致和维持差异的因素的相互作用。然而，关于学生年级水平对特殊教育初始安置的影响的信息仍然有限。基于标签理论和生命历程理论，我们使用离散时间生存分析来检验与一个大城市学区内少数族裔学生的安置模式相关的时间性学生和学校层面的因素。结果表明，性别、种族和社会经济地位都是与特殊教育认同普遍相关的因素，并且非裔美国人和拉丁裔学生更有可能在他们的学校生涯后期接受特殊教育。这种延迟安置的不成比例与特殊的特殊教育标签有关；例如，与同龄的白人同龄人相比，非裔美国学生更容易被贴上情绪障碍和特定学习障碍的标签，而拉丁裔学生则更可能被贴上特定的学习障碍和智力障碍标签。同龄的白人同龄人。这些结果表明，在未来的教育公平研究中应该考虑到年龄、种族和能力观念的交叉点出现的不平等。这种延迟安置的不成比例与特殊的特殊教育标签有关；例如，与同龄的白人同龄人相比，非裔美国学生更容易被贴上情绪障碍和特定学习障碍的标签，而拉丁裔学生则更可能被贴上特定的学习障碍和智力障碍标签。同龄的白人同龄人。这些结果表明，在未来的教育公平研究中应该考虑到年龄、种族和能力观念的交叉点出现的不平等。这种延迟安置的不成比例与特殊的特殊教育标签有关；例如，与同龄的白人同龄人相比，非裔美国学生更容易被贴上情绪障碍和特定学习障碍的标签，而拉丁裔学生则更可能被贴上特定的学习障碍和智力障碍标签。同龄的白人同龄人。这些结果表明，在未来的教育公平研究中应该考虑到年龄、种族和能力观念的交叉点出现的不平等。与同龄的白人同龄人相比，拉丁裔学生更有可能被贴上特定的学习障碍和智力障碍的标签。这些结果表明，在未来的教育公平研究中应该考虑到年龄、种族和能力观念的交叉点出现的不平等。与同龄的白人同龄人相比，拉丁裔学生更有可能被贴上特定的学习障碍和智力障碍的标签。这些结果表明，在未来的教育公平研究中应该考虑到年龄、种族和能力观念的交叉点出现的不平等。