Abstract
The study examined the relationship between socioeconomic status (SES) and Special Education identification in rural Minnesota schools, focusing on Specific Learning Disabilities and Other Health Disabilities, to determine whether students from lower-income backgrounds are disproportionately identified for Special Education services. Data were collected from five rural Minnesota public schools, analyzing student-level demographic and eligibility data from the 2022–2023 school year. Descriptive statistics, Pearson’s correlation analysis, and ratio calculations assessed the relationship between SES, indicated by free/reduced-price lunch eligibility, and Special Education identification rates. The results revealed a significant positive correlation (r = 0.84) between students qualifying for free/reduced-price lunch and those identified for Special Education services, suggesting a disproportionate representation of low-income students in Special Education. The findings raise concerns about potential biases in the referral and evaluation processes and highlight the need for improved policies and practices to address such disparities.
Date Dissertation Completed
8-2025
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Dr. Danielle Schock; Dr. Meghan W. Sinning
Dissertation Committee Members
Dr. Erika Pinter
Location
Winona, Minnesota
Recommended Citation
Schlosser, Lisa, "Examining the Correlation Between Special Education Eligibility and Socioeconomic Status in Rural Minnesota Public Schools" (2025). Education Doctorate Dissertations. 26.
https://openriver.winona.edu/educationedddissertations/26
