Skills, standards, and disabilities: How youth with learning disabilities fare in high school and beyond
Learning disabled youth in the Child and Young Adult samples of the NLSY79 are more likely to graduate from high school than peers with the same measured cognitive ability, a difference that cannot be explained by differences in noncognitive skills, families, or school resources. Instead, I find that learning disabled students graduate from high school at higher rates than youth with the same cognitive abilities because of high school graduation policies that make it easier for learning disabled youth to obtain a high school diploma. The effects of these graduation policies are even more remarkable given that I find evidence that learning disabled youth have less unmeasured human capital than observationally equivalent youth as after high school they are less likely to be employed or continue on to college and earn less than their observationally equivalent non-learning disabled peers.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- 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.
- Jason Fletcher & Barbara L. Wolfe, 2007.
"Child Mental Health and Human Capital Accumulation: The Case of ADHD Revisited,"
NBER Working Papers
13474, National Bureau of Economic Research, Inc.
- Fletcher, Jason & Wolfe, Barbara, 2008. "Child mental health and human capital accumulation: The case of ADHD revisited," Journal of Health Economics, Elsevier, vol. 27(3), pages 794-800, May.
- Blakemore, Arthur E. & Low, Stuart A., 1984. "The high-school dropout decision and its wage consequences," Economics of Education Review, Elsevier, vol. 3(2), pages 111-119, April.
- Elizabeth Dhuey Stephen Lipscomb, 2010.
"Disabled or Young Relative Age and Special Education Diagnoses in Schools,"
Mathematica Policy Research Reports
decdd44a894e4c97b6afe31e4, Mathematica Policy Research.
- Dhuey, Elizabeth & Lipscomb, Stephen, 2010. "Disabled or young? Relative age and special education diagnoses in schools," Economics of Education Review, Elsevier, vol. 29(5), pages 857-872, October.
- Dhuey, Elizabeth & Lipscomb, Stephen, 2010. "Disabled or Young? Relative Age and Special Education Diagnoses in Schools," CLSSRN working papers clsrn_admin-2010-7, Vancouver School of Economics, revised 27 Feb 2010.
- Elder, Todd E., 2010. "The importance of relative standards in ADHD diagnoses: Evidence based on exact birth dates," Journal of Health Economics, Elsevier, vol. 29(5), pages 641-656, September.
- Lillard, Dean R. & DeCicca, Philip P., 2001. "Higher standards, more dropouts? Evidence within and across time," Economics of Education Review, Elsevier, vol. 20(5), pages 459-473, October.
- Janet Currie & Mark Stabile, 2007.
"Mental Health in Childhood and Human Capital,"
in: The Problems of Disadvantaged Youth: An Economic Perspective, pages 115-148
National Bureau of Economic Research, Inc.
- Greene, Jay P. & Winters, Marcus A., 2009. "The effects of exemptions to Florida's test-based promotion policy: Who is retained?: Who benefits academically?," Economics of Education Review, Elsevier, vol. 28(1), pages 135-142, February.
When requesting a correction, please mention this item's handle: RePEc:eee:ecoedu:v:30:y:2011:i:1:p:109-129. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Zhang, Lei)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.