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The Effects of Inclusion on Classmates of Students with Special Needs: The Case of Serious Emotional Problems

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  • Jason M. Fletcher

    ()
    (Division of Health Policy and Administration, School of Public Health, Yale University)

Abstract

In 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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File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.3.278
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Bibliographic Info

Article provided by MIT Press in its journal Education Finance and Policy.

Volume (Year): 4 (2009)
Issue (Month): 3 (July)
Pages: 278-299

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Handle: RePEc:tpr:edfpol:v:4:y:2009:i:3:p:278-299

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Web page: http://mitpress.mit.edu/journals/

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Related research

Keywords: special education; special needs students;

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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, University of St. Gallen, School of Economics and Political Science 1336, University of St. Gallen, School of Economics and Political Science.
  2. Feng, Li & Sass, Tim R., 2013. "What makes special-education teachers special? Teacher training and achievement of students with disabilities," Economics of Education Review, Elsevier, Elsevier, vol. 36(C), pages 122-134.
  3. 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., John Wiley & Sons, Ltd., vol. 29(1), pages 69-83.

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