Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape

Bibliographic Data

ID4255938
AuthorsNatasha Strassfeld (The University of Texas at Austin), Natasha M Strassfeld (0000-0002-8522-2272, The University of Texas at Austin, corresponding author), North Cooc (0000-0003-1222-1161, The University of Texas at Austin)
Year2024
Volume63
Issue4
Pages366-376
Publication date2024-10-01
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2024.2355817
OpenAlexW4396939232
LanguageEN
References cited14

In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how institutions of higher education advance affirmative action policies for the admission of racialized and ethnic minority college students, another unanswered question remains. Namely, how will K-12 public school districts both adhere to federal policy that mandates proportionate racial representation of students with disabilities within special education categories and support teachers and school systems with compliance to federal policy? Using a legal compliance focal point theoretical perspective, this article contextualizes the affirmative action conversation as one that must include guidance to education systems and teachers working to ensure federal compliance and racial equity within special education

Action (physics · Affirmative action · Environmental resource management · Political science · Public relations · Stakeholder · Disability Education and Employment · Education Discipline and Inequality · Environmental Science · Law · Legal Issues in Education

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