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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

Suggested Citation

  • Jason M. Fletcher, 2009. "The Effects of Inclusion on Classmates of Students with Special Needs: The Case of Serious Emotional Problems," Education Finance and Policy, MIT Press, vol. 4(3), pages 278-299, July.
  • Handle: RePEc:tpr:edfpol:v:4:y:2009:i:3:p:278-299
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.3.278
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    Citations

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    Cited by:

    1. Kristoffersen, Jannie Helene Grøne & Krægpøth, Morten Visby & Nielsen, Helena Skyt & Simonsen, Marianne, 2015. "Disruptive school peers and student outcomes," Economics of Education Review, Elsevier, vol. 45(C), pages 1-13.
    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, vol. 36(C), pages 122-134.
    3. Horoi, Irina & Ost, Ben, 2015. "Disruptive peers and the estimation of teacher value added," Economics of Education Review, Elsevier, vol. 49(C), pages 180-192.
    4. 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.
    5. 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.

    More about this item

    Keywords

    special education; special needs students;

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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