A Propensity Score Matching Analysis of the Effects of Special Education Services

Autor/inn/en	Morgan, Paul L.; Frisco, Michelle L.; Farkas, George; Hibel, Jacob
Titel	A Propensity Score Matching Analysis of the Effects of Special Education Services
Quelle	In: Journal of Special Education, 43 (2010) 4, S.236-254 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466908323007
Schlagwörter	Disabilities; Kindergarten; Mathematics Skills; Special Education; Instructional Effectiveness; Longitudinal Studies; Child Behavior; Behavior Problems; Behavior Change; Reading Skills; Special Needs Students; Control Groups; Matched Groups; Measures (Individuals) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Sonderpädagogischer Förderbedarf; Messdaten
Abstract	We sought to quantify the effectiveness of special education services as naturally delivered in U.S. schools. Specifically, we examined whether children receiving special education services displayed (a) greater reading or mathematics skills, (b) more frequent learning-related behaviors, or (c) less frequent externalizing or internalizing problem behaviors than closely matched peers not receiving such services. To do so, we used propensity score matching techniques to analyze data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, a large-scale, nationally representative sample of U.S. schoolchildren. Collectively, results indicate that receipt of special education services has either a negative or a statistically nonsignificant impact on children's learning and behavior. However, special education services do yield a small, positive effect on children's learning-related behaviors. (Contains 6 tables and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10