Laurens de Croes, I. Cornelisz, C. van Klaveren, Nienke M. Ruijs
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引用次数: 0
Abstract
This paper presents evidence that students with special needs (SN) have no impact on the academic achievement of their peers in primary and secondary schools in the Netherlands. Administrative data is used on all Dutch students who are in their final grade of primary and secondary education in the years 2015-2018 and student and school fixed effect models are estimated to find this null finding. To establish if the results truly represent a null finding a conceptual framework for learning from null results is applied. These results support that the inclusion on students without SN has no impact: point estimates are precise and coefficients are generally insignificant and inconsistent in sign. Our results nuance recent empirical findings, and provide further evidence that, depending on the educational context, inclusive education can be implemented without harming the academic achievement of students without special needs.
本文提出证据表明,有特殊需求(SN)的学生对荷兰中小学同龄人的学业成绩没有影响。本文使用了 2015-2018 年所有荷兰中小学毕业班学生的行政数据,并对学生和学校的固定效应模型进行了估计,以发现这一无效结论。为了确定结果是否真正代表了零结果,应用了从零结果中学习的概念框架。这些结果证明,纳入无 SN 的学生没有影响:点估计是精确的,系数一般不显著,且符号不一致。我们的结果对近期的实证研究结果作了细微的调整,并进一步证明,根据不同的教育背景,全纳教育的实施不会损害无特殊需要学生的学业成绩。