disparities & disproportionality

Minn-LInK Research Brief – Issue No. 68, Winter 2024
Authors: Shaver, E. L., Williams, S., Walker, T., & Sullivan, A. L. 

Disability and housing insecurity are separately associated with limited educational opportunities and unmet needs, yet little is known about students who experience both. This study examined the intersections of housing insecurity and disability among Minnesota’s K-12 students to better understand the characteristics of this population and identify potential policy and practice implications. A Discussion Guide is also available.

Minn-LInK Research Brief – Issue No. 67, Fall 2024
Authors: Shramko, M., Lucke, C., & Piescher, K.

According to the Social Determinants of Health (SDOH) framework, multidimensional, environmental factors affect children’s access to services that influence their development.

However, there is little research on cross-system involvement as SDOH for educational achievement. This longitudinal study examines patterns of cross-system involvement among 6th grade students, racial-ethnic disproportionalities, and the impact of system involvement on educational achievement. A Discussion Guide is also available.

Minn-LInK Report Brief–Special Topic No. 64, Winter 2024
Authors: LaLiberte, T., Piescher, K., Mickelson, N., Lee, M., & Dorman, A.

In this study, we estimate the representation of parents with disabilities at various child protection system (CPS) decision-making points. Further, we make comparisons of representation across disability diagnoses.

Minn-LInK Report Brief—Special Topic No. 61, Summer 2023
Authors: Diamond, C., Gloppen, K., & Weber, R.

For the first time ever, Adverse Childhood Experiences (ACEs) data will be available at the county and school district levels for Minnesota youth by integrating information from state administrative data sources and the Minnesota Student Survey. This integrated system will improve data-informed prevention planning by providing access to local community data for ACEs and related risk and protective factors known to influence the severity, incidence, and long-term impacts of ACEs.

Minn-LInK Report Brief—Special Topic No. 55, Fall 2022
Authors: VanMeter, F., Piescher, K., & Englund, M.

The aim of the study was to identify potential links between out-of-home placement characteristics and the likelihood and timing of initial contact with the juvenile justice system for Minnesota youth.

Minn-LInK Report Brief—Special Topic No. 51, Fall 2022
Authors: Cho, M., Flanagan, S., & Haight, W.

The purpose of this study was to better understand the academic and justice system-related outcomes of out-of-school suspension, and whether these outcomes were related to other factors, such as involvement in Child Protective Services (CPS) and BIPOC (Black, Indigenous, and Person of Color) identity.

Minn-LInK Report Brief—Special Topic No. 49, Summer 2022
Authors: Horowitz, V., Spencer-Suarez, K., Larson, R., Stewart, R., Edwards, F., Obara, E., & Uggen, C

The purpose of this brief was to examine the demographics, experiences, perspectives, and behavioral strategies of people who carry both child support and criminal legal financial obligations, whom we refer to as people with dual debt.

Minn-LInK Report Brief—Special Topic No. 46, Fall 2021
Authors: McNeely, C.A., Alemu, B., Lee, W.F., & West, I.

The purpose of this brief was to attempt to answer the question: Why are racially minoritized K-12 students much more likely than White students to be petitioned to court for being absent from school, even when they miss the exact same number of days of school?

Minn-LInK Report Brief—Special Topic No. 45, Fall 2021
Authors: Cho, M., Yoon, Y. J., Flanagan, S., & Haight, W.

The purpose of this brief was examine factors predicting the likelihood of and number of out-of-school suspensions (OSS), focusing on ethnicity/indigeneity and Child Protective Services (CPS) involvement. We investigated whether the association between CPS involvement and out-of-school suspension varied by ethnicity.

Minn-LInK Report Brief—Special Topic No. 41, Fall 2019
Authors: Cho, M., Haight, W., Gibson, P., Nashandi, N., & Yoon, Y.

The purpose of this sequential mixed methods research is to:
(a) examine the out-of-school suspension (OSS) of Black girls, and
(b) consider implications for reducing OSS by building on girls’ own attempts to resist micro-aggressions and self-advocate at school.