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Abstract

We reply to three critiques regarding our reporting that White, English-speaking children are much more likely than otherwise similar racial, ethnic, and language minority children to receive special education services in the United States. We show how each critique is unsound. We present further evidence of the robustness of our findings.

Keywords

at-risk students demography disparities educational policy longitudinal studies policy analysis race research methodology regression analyses secondary data analysis social justice special education

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Are We Helping All the Children That We Are Supposed to Be Helping?

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