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Every child matters? An evaluation of “Special Educational Needs” programmes in England

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  • Keslair, Francois
  • Maurin, Eric
  • McNally, Sandra

Abstract

The need for education to help every child has become more important for policy in the US and the UK. Remedial programmes are often difficult to evaluate because participation is usually based on pupil characteristics that are largely unobservable to the analyst. We evaluate programmes for children with ‘Special Educational Needs’ in England. We show that the decentralized design of the policy generates much stronger differences across schools in access to remediation resources for children with moderate learning difficulties than for children with either no difficulties or severe difficulties. However, these differences are not reflected in subsequent educational attainment – suggesting that the programme is ineffective for children with moderate learning difficulties. Also, we use demographic variation within schools to consider the effect of the programme on whole year groups. Our analysis is consistent with no overall effect on account of the combined direct and indirect (spillover) effects.

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Bibliographic Info

Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 31 (2012)
Issue (Month): 6 ()
Pages: 932-948

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Handle: RePEc:eee:ecoedu:v:31:y:2012:i:6:p:932-948

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Web page: http://www.elsevier.com/locate/econedurev

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Keywords: Education; Special needs; Evaluation;

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  1. Elizabeth Dhuey & Stephen Lipscomb, 2010. "Disabled or Young? Relative Age and Special Education Diagnoses in Schools," Mathematica Policy Research Reports 6738, Mathematica Policy Research.
  2. Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2002. "Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities?," The Review of Economics and Statistics, MIT Press, vol. 84(4), pages 584-599, November.
  3. Marco Manacorda, 2012. "The Cost of Grade Retention," The Review of Economics and Statistics, MIT Press, vol. 94(2), pages 596-606, May.
  4. McGee, Andrew, 2011. "Skills, standards, and disabilities: How youth with learning disabilities fare in high school and beyond," Economics of Education Review, Elsevier, vol. 30(1), pages 109-129, February.
  5. Claire Crawford & Anna Vignoles, 2010. "An analysis of the educational progress of children with special educational needs," DoQSS Working Papers 10-19, Department of Quantitative Social Science - Institute of Education, University of London.
  6. Lavy, Victor & Schlosser, Analia, 2004. "Targeted Remedial Education for Underperforming Teenagers: Costs and Benefits," CEPR Discussion Papers 4381, C.E.P.R. Discussion Papers.
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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.

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