Parity or Equity. Can We Even Tell?

Autor/inn/en	Arcia, Emily; Gallagher, James J.
Institution	North Carolina Univ., Chapel Hill. Carolina Inst. for Child and Family Policy.
Titel	Parity or Equity. Can We Even Tell?
Quelle	(1992), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Black Students; Data Collection; Demography; Disabilities; Early Intervention; Educational Legislation; Educational Policy; Ethnic Groups; Federal Legislation; Minority Groups; Preschool Education; Program Implementation; Rural Areas; Rural Education; School Policy; State Programs; Student Characteristics; Young Children + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Data capture; Datensammlung; Demografie; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Ethnie; Bundesrecht; Ethnische Minderheit; Pre-school education; Vorschulerziehung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Schulpolitik; Regierungsprogramm; Frühe Kindheit
Abstract	A random sample of 16 coordinators responsible for implementation of Part H of the Individuals with Disabilities Education Act were interviewed to determine if state data systems will be in a position to assist in monitoring service goals and in reaching populations typically underserved. The interviews assessed the availability of sociodemographic variables in states' Part H data systems and documented coordinators' perceptions of which population was most underserved in their state. It was found that: (1) accurate count of children served may still not be possible for 6 of 16 states; (2) 10 of the 16 states collect information on ethnicity of race; (3) data on family income were collected in 2 states; (4) none of the coordinators identified African Americans as underserved; (5) availability was a key barrier to rural populations, and both availability and accessibility were important barriers to ethnic minorities; and (6) in many cases, data were not collected for groups identified as most underserved. The study concludes that data systems should include the following sociodemographic information on their client population: county of residence, urban/rural/inner city residence, race/ethnicity, income, insurance coverage, and parental employment status. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC