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Unintended Consequences of Inclusion? The Academic Effects of Moving to Middle School and Students with Disabilities

Kaitlyn O'HaganLeanna StiefelAmy Ellen Schwartz

出版	SSRN, 2023
URL	http://books.google.com.hk/books?id=_m74zwEACAAJ&hl=&source=gbs_api

註釋

Students with disabilities (SWDs) educated in traditional public schools alongside general education students (GENs) typically move to middle school in sixth grade, rather than continuing in a K-8/12. The documented negative effects of this move on GEN academic outcomes suggests similar negative--and perhaps larger--effects on SWDs. Using an instrumental variables strategy and NYC data on nine cohorts of students, we find the middle school transition causes a 0.30 (0.16) standard deviation decline in SWD math (ELA) performance and increases grade retention. Low-income SWDs and SWDs with a specific learning disability or emotional disturbance fare worse. However, the move does not widen the SWD-GEN gap, suggesting the need to ease the middle school transition for all students.