The Spillover Effects of Having a Sibling with Special Educational Needs

Autor/inn/en	Gottfried, Michael A.; McGene, Juliana
Titel	The Spillover Effects of Having a Sibling with Special Educational Needs
Quelle	In: Journal of Educational Research, 106 (2013) 3, S.197-215 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.667011
Schlagwörter	Special Needs Students; Siblings; Special Education; Family Environment; School Districts; Quasiexperimental Design; Academic Achievement; Outcomes of Education; Correlation; Attendance; Truancy; Student Behavior; Reading Achievement; Mathematics Achievement; Elementary School Students; Cohort Analysis; Gender Differences; Age Differences; Race; Pennsylvania; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Sibling; Geschwister; Special needs education; Sonderpädagogik; Sonderschulwesen; Familienmilieu; School district; Schulbezirk; Schulleistung; Lernleistung; Schulerfolg; Korrelation; Anwesenheit; Schulabsentismus; Schulschwänzen; Schulverweigerung; Student behaviour; Schülerverhalten; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kohortenanalyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Rasse; Abstammung
Abstract	The influence that students with special educational needs may exert on the schooling outcomes of their siblings without special educational needs has been given minimal attention in published research. Hence, the authors bring forth a unique contribution by evaluating the within-family effects of being a child without special educational needs in a family with a sibling with special educational needs. To do so, the authors utilized quasi-experimental methods on a sample of siblings in the Philadelphia School District over 6 years of observations. Because individual student data can be linked to home address information as well as classroom, school, grade, and year identifiers, the authors identified children in the same household over time and subsequently employs multilevel fixed effects models to evaluate achievement and nonachievement schooling outcomes. The results indicate that having a sibling with special educational needs is positively related to standardized achievement compared with those children whose siblings do not have special educational needs. This supports a positive spillover hypothesis. On the other hand, nonsignificance permeates the effects on nonachievement schooling results, including attendance, truancy, tardiness, and behavior. (Contains 4 notes and 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10