SPECIAL EDUCATION OR RACIAL SEGREGATION: Understanding Variation in the Representation of Black Students in Educable Mentally Handicapped Programs

The disproportionate representation of black students in special education programs has been well documented, yet explanations for the overrepresentation are rare. Using a unique sample of U.S. public school districts (N = 981), this article examines the effects of local racial and political-economic structures, school district characteristics, and school desegregation politics on the representation of black students in educable mentally handicapped (EMH) programs. The findings demonstrate that a minority presence in the school district and economic resources and black political resources in the community as well as various dimensions of school desegregation politics are associated with the representation of black students in EMH programs. This research provides further evidence that racial differences in educational placement are related to structures of opportunity in school districts and the communities they serve and that the placement process should be the focus of continued study.