Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools

SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

12

Charter Schools; Equal Education; Racial Bias; Access to Education; Public Schools; Inclusion; Special Education; Students with Disabilities; Urban Schools; African American Students; White Students; Racial Differences; Elementary Secondary Education; Educational Legislation; Federal Legislation

10.1177/0741932518800392

0741-9325

This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of "institutional isomorphism" and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students' placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools' (NS) racial inequities evidenced in access to general education classrooms.

As Provided

2020

EJ1253844