Work

A Propensity Score Matching Analysis of the Effects of Special Education Services

Year: 2008

Type: article

Abstract: We sought to quantify the effectiveness of special education services as naturally delivered in U.S. schools. Specifically, we examined whether children receiving special education services displayed (a) greater reading or mathematics skills, (b) more frequent learning-related behaviors, or (c) less frequent externalizing or internalizing problem behaviors than closely matched peers not receiving such services. To do so, we used propensity score matching techniques to analyze data from the Early Childhood Longitudinal-Study Kindergarten Cohort, 1998-1999, a large scale, nationally representative sample of U.S. schoolchildren. Collectively, results indicate that receipt of special education services has either a negative or statistically non-significant impact on children's learning or behavior. However, special education services do yield a small, positive effect on children's learning-related behaviors.

Source: The Journal of Special Education

DOI: 10.1177/0022466908323007

Authors: Paul L. Morgan, Michelle L. Frisco, George Farkas, Jacob Hibel

Institutions: Pennsylvania State University, University of California, Irvine

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development