Over Diagnosed or over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services

Autor/in	Shapiro, Anna
Titel	Over Diagnosed or over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services
Quelle	In: Exceptional Children, 89 (2023) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221108735
Schlagwörter	Clinical Diagnosis; School Entrance Age; Special Education; Age Differences; Student Placement; Elementary School Students; Middle School Students; Predictor Variables; Kindergarten; Students with Disabilities; Student Characteristics; Gender Differences; Racial Differences; Ethnicity; Socioeconomic Status; Disability Identification; Michigan + Suchen Sie Ihr Suchwort? Einschulungsalter; Special needs education; Sonderpädagogik; Sonderschulwesen; Age; Difference; Age difference; Altersunterschied; Schülerpraktikum; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Disability; Disabilities; Studentin; Behinderung; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status
Abstract	There is growing evidence that school starting age impacts children's likelihood of receiving special education services, but less is known about variations in this effect. Using a regression discontinuity design, I found that the youngest students in a kindergarten cohort are 40% more likely (p < 0.001) to be placed in special education than are the oldest students, and that this effect persists through eighth grade. I found little evidence of heterogeneity by gender, race, or socioeconomic status, but some suggestive evidence that the effect is particularly great for White boys in early grades and for Black girls in the later elementary grades. I also found exploratory evidence that this effect is largest in schools with kindergarten cohorts that vary widely in age. These findings add new evidence to support policies to reduce age-induced bias in early special education placements, particularly those that address variation in this effect across students and schools. [For the corresponding grantee submission, see ED621422.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01