TDNet Discover

The purpose of this quantitative study was to examine how race and gender predicted the educational environment placements of students with disabilities in North Carolina using descriptive statistics and Poisson regression analyses. This study was important because disproportionality in special education placement has long influenced students’ access to inclusive learning environments and equitable educational opportunities. The sample included statewide IDEA Part B Child Count records for 2023 representing all students with disabilities, with analyses conducted at the state level rather than at individual schools or districts. Archival child count data served as the instrumentation, and data was collected through publicly available state-level datasets submitted annually to federal reporting systems. Descriptive analyses identified patterns of placement across demographic groups, and Poisson regression procedures tested whether race and gender predicted placement in more or less restrictive settings for all students with disabilities and within key disability categories. Results indicated that race, particularly for Black male students, was a significant predictor of restrictive placement, while gender alone did not demonstrate a meaningful effect. The study concluded that systemic patterns influenced placement decisions and contributed to inequitable access to the least restrictive environment. Recommendations for future research included examining school- and district-level practices, exploring additional intersecting identity factors, and investigating how professional preparation and policy implementation shape placement outcomes for students with disabilities.