Special Education and School Achievement: An Explanatory Analysis
Since the passage of Mills v. Board of Education in 1972, school district spending on special education has increased dramatically nationwide. Are the high expenditures on special education justified in order to improve school performance? To shed some light on this question, we looked at the school achievement of 1,245 low-income, mostly black children in grades 1 through 6 who participated in the Chicago Longitudinal Study from 1987 to 1992. About 15 percent of the study sample received special education services, half in learning disabilities and half in other disabilities, 22 percent were retained in grade, and 50 percent changed schools more than once during their elementary schooling. Controlling for school achievement prior to placement in special education, as well as for family background, school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other sample children who did not receive services, especially during grades 4 through 6. Children with learning disabilities benefitted less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Alternatives to special education placement services as well as grade retention, at least as they currently exist, may benefit children with learning difficulties.
|Date of creation:|
|Contact details of provider:|| Postal: 3412 Social Science Building, 1180 Observatory Drive, Madison, WI 53706|
Phone: (608) 262-6358
Fax: (608) 265-3119
Web page: http://www.ssc.wisc.edu/irp/dp/dplist.htm
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:wop:wispod:1134-97. 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: (Thomas Krichel)
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.