Are Non-Eligible Students Affected by Special Education?
We investigate whether the academic performance of non-eligible students – in an institutional setting of full inclusion - are affected by special education resources. Special education resources are per definition provided in a compensatory manner, and are increasingly being targeted to misbehaving students. The hypothesis is thus that special education resources might dampen the negative externalities associated with misbehaving students, and thus work to improve the performance of non-eligible students. We take advantage of a large, across-the-board increase in the proportion of eligible students, and combine fixed effects with an IV-approach, to identify the causal effects of special education on the academic performance of non-eligible students. We find that non-eligible students are positively affected by an increase in the number of hours in special education per eligible student.
|Date of creation:||2013|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: +49 (89) 9224-0
Fax: +49 (89) 985369
Web page: http://www.cesifo.de
More information through EDIRC
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.:
- Scott E. Carrell & Mark L. Hoekstra, 2010.
"Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids,"
American Economic Journal: Applied Economics,
American Economic Association, vol. 2(1), pages 211-28, January.
- Scott E. Carrell & Mark L. Hoekstra, 2008. "Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids," NBER Working Papers 14246, National Bureau of Economic Research, Inc.
- Bonesronning, Hans, 2008. "Peer group effects in education production: Is it about congestion," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 37(1), pages 328-342, February.
- John F. Ermisch & Marco Francesconi, 2001. "Family structure and children's achievements," Journal of Population Economics, Springer, vol. 14(2), pages 249-270.
- Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
When requesting a correction, please mention this item's handle: RePEc:ces:ceswps:_4156. 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: (Julio Saavedra)
If references are entirely missing, you can add them using this form.