Abstract
Research has indicated that historically, African Americans received disproportionate special education services (Fish, 2019; Sabnis et al., 2020; Sullivan & Osher, 2019; Watkins & Kurtz, 2001). This is specifically problematic in states and cities with smaller proportions of African Americans, such as Texas. Data indicate that the Texas Education Agency (TEA) remains non-compliant with the implementation of its Corrective Action Plan (CAP), which was issued federally by the Office of Special Education Programs due to restricting the percentage of students qualifying for special education (Morgan et al., 2023). The purpose of this study was to categorize, quantify, and examine the African American student disproportionality in Texas special education programs utilizing a within-group analytic strategy drawing upon DisCrit and the QuantCrit tenet: number and groups are not natural or neutral. This exploratory, descriptive quantitative analysis investigated statewide special education data from when the special education restricting percentage was removed from 2017-2018 to current special education data from the 2022-2023 school year.
Recommended Citation
Boggs, Catherine and Young, Jemimah
(2025)
"Disproportionality of African Americans in Texas Special Education,"
Journal of Multicultural Affairs: Vol. 10:
Iss.
2, Article 3.
Available at:
https://scholarworks.sfasu.edu/jma/vol10/iss2/3