The Effects of Inclusion on Classmates of Students with Special Needs: The Case of Serious Emotional Problems
AbstractIn this article, I examine the current policy of full inclusion of children receiving special education services in regular education classrooms. Specifically, I focus on the policy's effects on the classmates of children with special needs, with a particular focus on classmates of students with serious emotional problems. Results suggest that students with a classmate with a serious emotional problem experience reductions in first-grade test scores, especially students in low-income schools. Results that attempt to capture sorting across and within schools using school-level fixed effects specifications are qualitatively similar. The magnitude of the reduction in mathematics achievement is approximately 30–60 percent of the size of the adjusted black-white achievement gap. Since nearly 10 percent of the student population has a classmate with a serious emotional problem, the aggregate effect on test scores of the policy of including these students is potentially quite large. © 2009 American Education Finance Association
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Bibliographic InfoArticle provided by MIT Press in its journal Education Finance and Policy.
Volume (Year): 4 (2009)
Issue (Month): 3 (July)
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Web page: http://mitpress.mit.edu/journals/
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- I20 - Health, Education, and Welfare - - Education - - - General
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
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- Jason Fletcher, 2010. "Spillover effects of inclusion of classmates with emotional problems on test scores in early elementary school," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 29(1), pages 69-83.
- 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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