ISHE Researchers Receive Recognition for Groundbreaking Work on Equity in Education

The Institute for Social and Health Equity (ISHE) is proud to highlight two important contributions by our researchers that address pressing issues in educational equity.

Unequal Identification of Disabilities Among Elementary School Students

ISHE faculty researchers Dr. Paul Morgan and Dr. Eric Hu have published a new study in Educational Researcher examining disparities in disability identification across racial, ethnic and language groups. Their findings reveal that elementary students who are Black or Hispanic, or who live in non-English-speaking households, are significantly less likely to be identified as having disabilities compared to their white, English-speaking peers. This work underscores the need for more equitable identification processes in special education systems.

Supporting Teacher Well-Being and Equitable Early Childhood Education

Dr. Qingqing Yang, research scientist at ISHE, has received a $70,000 grant from the Spencer Foundation to explore job satisfaction and well-being among early childhood educators. By analyzing longitudinal data sets—spanning periods before and after the COVID-19 pandemic—her research will assess how teacher well-being has evolved, what factors shape it, and how it influences children’s learning and social-emotional development. This work aims to inform policies that foster a more equitable and supportive early education environment for both teachers and students.

These projects exemplify ISHE’s mission to support data-driven research that addresses structural inequities and advances social and health equity across diverse populations.