Education Federalism and Minority Disproportionate Representation Monitoring: Examining IDEA Provisions, Regulations, and Judicial Trends

Research output: Contribution to journalArticle

Abstract

States have been granted increasingly greater agency both to determine standards for minority disproportionate representation (MDR) monitoring in special education placements and to set the relevant cutoffs and sanctions when significant disproportionality is found. State authority has been bolstered by an education federalism framework, case law, and updated legislative and regulatory guidance under the Individuals with Disabilities Education Act. Using legislative and judicial analysis to both examine education federalism and its impact on state and federal authority and analyze the legislative history associated with MDR monitoring and recent judicial trends within federal case law regarding equal protection constitutional challenges brought by plaintiff parents and students with disabilities in MDR litigation, this article finds that states are increasingly granted greater authority from judicial opinions and policy to monitor states’ practices. Legal and policy implications for stakeholders (e.g., parents, students, school districts) are also discussed.

Original languageEnglish (US)
JournalJournal of Disability Policy Studies
DOIs
StatePublished - Jan 1 2019

Fingerprint

federalism
state authority
minority
monitoring
case law
Education
regulation
parents
trend
Parents
disability
federal authority
Students
Special Education
Civil Rights
education
federal law
Jurisprudence
special education
sanction

Keywords

  • disproportionate representation
  • federalism
  • minority students
  • policy
  • special education

ASJC Scopus subject areas

  • Health(social science)
  • Law

Cite this

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