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Over Diagnosed or over Looked? The E...

Shapiro, Anna Katherine,

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Over Diagnosed or over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services // Anna Katherine Shapiro.
Author:	Shapiro, Anna Katherine,
Description:	1 electronic resource (149 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Educational administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28240236
ISBN:	9798684624551

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

Over Diagnosed or over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services /Anna Katherine Shapiro. - 1 electronic resource (149 pages)

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Nearly 14% of students in the United States receive special education services in public schools (NCES, 2017). Special education programs serve students with a wide range of developmental differences and vary considerably across schools and districts (National Research Council, 1997). Likelihood of identification for special education services also varies by gender, race, ethnicity, and socioeconomic status. Identifying sources of variation in special education identification, and in the placements of students once identified, has driven a wide body of work in multiple fields (e.g., Elder, Figlio, Imberman, & Persico, 2019; Hibel, Farkas, & Morgan, 2010; Skiba et al., 2006). Just as student demographics are associated with likelihood of special education placement, students who are younger than their peers when they start school are more likely to be identified with disabilities (Elder, 2010; Evans et. al, 2010; Layton et. al, 2018) and placed in special education (Dhuey, Figlio, Karbownik, & Roth, 2019; Dhuey & Lipscomb, 2010). Differences in special education identification and placement types may impact the outcomes of students who do or do not receive special education services and the school districts that operate these programs.This dissertation includes two stand-alone manuscripts on the relationship between age and special education identification and placement. In the first study, I used a regression discontinuity design using a statewide kindergarten entrance policy in Michigan to estimate the effect of being young for grade on the likelihood of receiving special education services in each elementary and middle school grade. I find that the youngest kindergarten enrollees were 3.3 percentage points (40%) more likely to be identified for special education in kindergarten than their oldest peers. I find no evidence of heterogeneity in the effect of school starting age by gender, race, or socioeconomic status, and no evidence of heterogeneity across school districts in Michigan. I also find exploratory evidence that these effects are driven by relative age comparisons rather than absolute age differences between students who start school a year apart in age. In the second study, I describe the disability classifications, service prescriptions, educational settings, and likelihood of special education exit for students who are placed in special education at different ages in the same grade. Within school, year, and grade of placement, I compare the special education characteristics of students who are in the youngest third, middle third, and oldest third of their cohort by age. I also estimate these differences with and without students who are older than expected for grade due to delayed school entry or grade repetition. I find that the younger students in kindergarten are more likely to be placed for milder impairments and to exit from services whereas the oldest students have more severe disability classifications and are less likely to exit into general education, particularly those who are older than expected for grade. The findings from this dissertation add new evidence that starting school at a younger age increases the likelihood a child receives special education services and that the types of placements students receive varies considerably within grade by age. They also motivate future research evaluating the impact of earlier identification for special education services. Finally, they have policy implications for the special education referral and evaluation process, kindergarten enrollment practices, and grade retention for students with disabilities.

English

ISBN: 9798684624551Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Education policy analysis

Over Diagnosed or over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services /
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245 1 0 $a Over Diagnosed or over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services / $c Anna Katherine Shapiro.
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300 $a 1 electronic resource (149 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
500 $a Advisors: Weiland, Christina Jo Committee members: Jacob, Brian Aaron; Duke, Nell Kristine; Grindal, Todd.
502 $b Ph.D. $c University of Michigan $d 2020.
520 $a Nearly 14% of students in the United States receive special education services in public schools (NCES, 2017). Special education programs serve students with a wide range of developmental differences and vary considerably across schools and districts (National Research Council, 1997). Likelihood of identification for special education services also varies by gender, race, ethnicity, and socioeconomic status. Identifying sources of variation in special education identification, and in the placements of students once identified, has driven a wide body of work in multiple fields (e.g., Elder, Figlio, Imberman, & Persico, 2019; Hibel, Farkas, & Morgan, 2010; Skiba et al., 2006). Just as student demographics are associated with likelihood of special education placement, students who are younger than their peers when they start school are more likely to be identified with disabilities (Elder, 2010; Evans et. al, 2010; Layton et. al, 2018) and placed in special education (Dhuey, Figlio, Karbownik, & Roth, 2019; Dhuey & Lipscomb, 2010). Differences in special education identification and placement types may impact the outcomes of students who do or do not receive special education services and the school districts that operate these programs.This dissertation includes two stand-alone manuscripts on the relationship between age and special education identification and placement. In the first study, I used a regression discontinuity design using a statewide kindergarten entrance policy in Michigan to estimate the effect of being young for grade on the likelihood of receiving special education services in each elementary and middle school grade. I find that the youngest kindergarten enrollees were 3.3 percentage points (40%) more likely to be identified for special education in kindergarten than their oldest peers. I find no evidence of heterogeneity in the effect of school starting age by gender, race, or socioeconomic status, and no evidence of heterogeneity across school districts in Michigan. I also find exploratory evidence that these effects are driven by relative age comparisons rather than absolute age differences between students who start school a year apart in age. In the second study, I describe the disability classifications, service prescriptions, educational settings, and likelihood of special education exit for students who are placed in special education at different ages in the same grade. Within school, year, and grade of placement, I compare the special education characteristics of students who are in the youngest third, middle third, and oldest third of their cohort by age. I also estimate these differences with and without students who are older than expected for grade due to delayed school entry or grade repetition. I find that the younger students in kindergarten are more likely to be placed for milder impairments and to exit from services whereas the oldest students have more severe disability classifications and are less likely to exit into general education, particularly those who are older than expected for grade. The findings from this dissertation add new evidence that starting school at a younger age increases the likelihood a child receives special education services and that the types of placements students receive varies considerably within grade by age. They also motivate future research evaluating the impact of earlier identification for special education services. Finally, they have policy implications for the special education referral and evaluation process, kindergarten enrollment practices, and grade retention for students with disabilities.
546 $a English
590 $a School code: 0127
650 4 $a Educational administration. $3 2122799
650 4 $a Special education. $3 516693
650 4 $a Education policy. $3 2191387
650 4 $a Educational leadership. $3 529436
650 4 $a Disability studies. $3 543687
650 4 $a Ethnic studies. $2 bicssc $3 1556779
653 $a Education policy analysis
653 $a United States
653 $a Special education programs
653 $a Socioeconomic status
653 $a School district policies
653 $a Enrollment practices
653 $a Students with disabilities
653 $a Learning disabilities
690 $a 0458
690 $a 0529
690 $a 0631
690 $a 0201
690 $a 0514
690 $a 0449
710 2 $a University of Michigan. $b Educational Studies. $e degree granting institution. $3 3820635
720 1 $a Weiland, Christina Jo $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 82-07A.
790 $a 0127
791 $a Ph.D.
792 $a 2020
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28240236