Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades. Issue Brief. NCES 2007-005

Autor/inn/en	Herring, William L.; McGrath, Daniel J.; Buckley, Jacquelyn A.
Institution	National Center for Education Statistics (ED), Washington, DC.
Titel	Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades. Issue Brief. NCES 2007-005
Quelle	(2007), (4 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grouping (Instructional Purposes); Kindergarten; Grade 1; Grade 3; Grade 5; Elementary School Students; Special Education; Poverty; Language Impairments; Cohort Analysis; Demography; Institutional Characteristics; Disabilities; Learning Disabilities + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Special needs education; Sonderpädagogik; Sonderschulwesen; Armut; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kohortenanalyse; Demografie; Handicap; Behinderung; Learning handicap; Lernbehinderung
Abstract	This Issue Brief provides a detailed description of the proportion of elementary school students receiving special education in kindergarten, first grade, third grade, and fifth grade; the primary disabilities of these students; and the variation in these measures across a range of demographic and school characteristics. Data for this analysis are drawn from the National Center for Education Statistics (NCES) Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Findings from the analysis indicate that for the cohort of students beginning kindergarten in 1998, specific learning disabilities and speech or language impairments were the most prevalent primary disabilities over the grades studied. The percentage of the student cohort receiving special education grew from 4.1 percent in kindergarten to 11.9 percent of students in fifth grade. The results also indicate that higher percentages of boys than girls and of poor students than nonpoor students received special education. Table 1 presents the percentages of the student cohort receiving special education in the specified grades, by primary disability. Table 2 presents the percentages of students receiving special education in the specified grades by other demographic characteristics (sex, race/ethnicity, and poverty status) and school characteristics (school control, urbanicity, region, and poverty concentration). Table 2 also reports findings separately for students identified as having a learning disability or a speech or language impairment as their primary disability. (Contains 2 tables and 5 endnotes.) (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/help/orderinfo.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10