Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2022-08-17 DOI:10.1177/07419325221115421
Allison F. Gilmour, C. Shanks, Marcus A. Winters
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Abstract

Growing numbers of students are educated in charter schools, including students with disabilities (SWD). Prior research suggests that charter schools educate a smaller percentage of SWD than traditional public schools, leading to a special education gap between sectors. We used data from a large urban district to examine how choice, mobility, and special education classification influenced the special education gap with descriptive statistics, gap decomposition, and causal analyses relying on a randomized component of school assignment. The driver of the gap was parental choice, with parents of SWD less often choosing charter schools. Enrolling in a charter school had no effect on the probability that a student was newly identified for special education services, but increased the probability that a student was deidentified for special education services. We discuss potential mechanisms underlying these results, with attention to factors that shape parental choice, and future research needed to understand parental choices.
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选择、流动和分类:特许学校特殊教育差距的分解
越来越多的学生在特许学校接受教育,其中包括残疾学生(SWD)。先前的研究表明,与传统公立学校相比,特许学校教育的社署人员比例较小,这导致了各部门之间的特殊教育差距。我们使用来自一个大城市地区的数据,通过描述性统计、差距分解和基于学校作业随机成分的因果分析,研究了选择、流动性和特殊教育分类如何影响特殊教育差距。造成这种差距的原因是家长的选择,社署的家长选择特许学校的次数较少。注册特许学校对学生新被认定接受特殊教育服务的可能性没有影响,但增加了学生被取消接受特殊教育的可能性。我们讨论了这些结果的潜在机制,关注影响父母选择的因素,以及了解父母选择所需的未来研究。
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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