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How Student Disability Classifications and Learning Outcomes Respond to Special Education Funding Rules: Evidence from British Columbia

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  • Michele Battisti
  • Jane Friesen
  • Ross Hickey

Abstract

In 2002, British Columbia eliminated supplemental grants to school districts for some students with special needs. This study provides estimates of the response of special needs designations and academic performance to this funding change. Using student-level panel data, we find that students were less likely to receive a gifted, moderate behavioural disorder, or mild mental illness designation under the new funding rules. We study standardized test scores in Grade 7, finding that the reading scores of gifted students declined substantially among those exposed to the new funding rules for the longest duration.

Suggested Citation

  • Michele Battisti & Jane Friesen & Ross Hickey, 2012. "How Student Disability Classifications and Learning Outcomes Respond to Special Education Funding Rules: Evidence from British Columbia," Canadian Public Policy, University of Toronto Press, vol. 38(2), pages 147-166, June.
    • Handle: RePEc:cpp:issued:v:38:y:2012:i:2:p:147-166
    DOI: 10.3138/cpp.38.2.147
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    Cited by:

    1. Deuchert, Eva & Kauer, Lukas & Liebert, Helge & Wuppermann, Carl, 2013. "No disabled student left behind? - Evidence from a social field experiment," Economics Working Paper Series 1336, University of St. Gallen, School of Economics and Political Science.
    2. Eva Deuchert & Lukas Kauer & Helge Liebert & Carl Wuppermann, 2017. "Disability discrimination in higher education: analyzing the quality of counseling services," Education Economics, Taylor & Francis Journals, vol. 25(6), pages 543-553, November.

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