Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap

Autor/inn/en	Gilmour, Allison F.; Shanks, Colin; Winters, Marcus A.
Titel	Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap
Quelle	In: Remedial and Special Education, 44 (2023) 4, S.272-282 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilmour, Allison F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221115421
Schlagwörter	Students with Disabilities; Special Education; Charter Schools; Disproportionate Representation; Urban Schools; School Choice; Student Mobility; Classification; Eligibility; Disability Identification; Elementary Secondary Education; Public Schools; New Jersey (Newark) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Choice of school; Schulwahl; Mobility; Mobilität; Classification system; Klassifikation; Klassifikationssystem; Eignung; Public school; Öffentliche Schule
Abstract	Growing numbers of students are educated in charter schools, including students with disabilities (SWD). Prior research suggests that charter schools educate a smaller percentage of SWD than traditional public schools, leading to a special education gap between sectors. We used data from a large urban district to examine how choice, mobility, and special education classification influenced the special education gap with descriptive statistics, gap decomposition, and causal analyses relying on a randomized component of school assignment. The driver of the gap was parental choice, with parents of SWD less often choosing charter schools. Enrolling in a charter school had no effect on the probability that a student was newly identified for special education services, but increased the probability that a student was deidentified for special education services. We discuss potential mechanisms underlying these results, with attention to factors that shape parental choice, and future research needed to understand parental choices. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01