Minority Representation in Special Education: 5-Year Trends from 2016–2020

Objectives The persistent disproportionate representation of minority students in special education, either over- or underrepresented, spans decades. This study aims to explore minority representation in special education between 2016 and 2020. Methods Growth models were utilized to analyze 5-year data from the Data Accountability Center, U.S. Census Bureau, and the Census Bureau’s Small Area Income and Poverty Estimates program. Results Alaskan Native and American Indian students were overrepresented in special education for both school-age and early childhood groups. Higher risk ratios were observed in developmental delays for Alaskan Native and American Indian students, in emotional disturbances and intellectual disabilities for African Americans, and autism for Asian students. Additionally, state poverty significantly affected Hispanic and Latino representation in 2016, revealing a persistent pattern over time. Conclusions The persistence of overrepresentation among certain minority groups in special education necessitates the implementation of proactive evidence-based instructional and behavioral interventions (e.g., Multi-tiered Systems of Support; personnel training) to address chronic and poor school outcomes for minorities and in turn reduce referrals and eligibility in special education.