School Segregation and Racial Gaps in Special Education Identification
利用佛罗里达州的出生与教育关联数据，研究残疾识别如何因种族和学校种族构成而异，发现黑人和西班牙裔学生在少数族裔比例低的学校被过度识别，在比例高的学校被严重不足识别。
We use linked birth and education records from Florida to investigate how the identification of childhood disabilities varies by race and school racial composition. Using a series of decompositions, we find that black and Hispanic students are identified with disabilities at lower rates than are observationally similar white students. Black and Hispanic students are overidentified in schools with relatively small shares of minorities and substantially underidentified in schools with large minority shares. Our results are consistent with a heightened awareness among school officials of disabilities in students who are racially and ethnically distinct from the majority race in the school.