An Evaluation of "Special Educational Needs" Programmes in England. CEE DP 129

Autor/inn/en	Keslair, Francois; Maurin, Eric; McNally, Sandra
Institution	London School of Economics & Political Science, Centre for the Economics of Education
Titel	An Evaluation of "Special Educational Needs" Programmes in England. CEE DP 129
Quelle	(2011), (47 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Learning Problems; Educational Needs; Special Education; Special Needs Students; Educational Policy; Policy Analysis; Program Evaluation; Access to Education; Program Effectiveness; School Demography; Robustness (Statistics); Regression (Statistics); Longitudinal Studies; Elementary School Students; Academic Achievement; Tests; Scores; Equal Education; United Kingdom; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Lernproblem; Educational need; Bildungsbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Politics of education; Bildungspolitik; Politikfeldanalyse; Programme evaluation; Programmevaluation; Education; Access; Bildung; Zugang; Bildungszugang; Schulbesuchsrate; Widerstandsfähigkeit; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Examination; Prüfung; Examen; Großbritannien; USA
Abstract	The need for education to help every child rather than focus on average attainment has become a more central part of the policy agenda in the US and the UK. Remedial programmes are often difficult to evaluate because participation is usually based on pupil characteristics that are largely unobservable to the analyst. In this paper we evaluate programmes for children with moderate levels of "special educational needs" in England. We show that the decentralized design of the policy generates significant variations in access to remediation resources across children with similar prior levels of difficulty. However, this differential is not reflected in subsequent educational attainment--suggesting that the programme is ineffective for "treated" children. In the second part of our analysis, we use demographic variation within schools to consider the effect of the programme on whole year groups. Our analysis is consistent with no overall effect on account of the combined direct and indirect (spillover) effects. Thus, the analysis suggests that a key way that English education purports to help children with learning difficulties is not working. Appended are: (1) Robustness tests for the individual level regressions; and (2) Robustness test for the school level regressions. (Contains 4 figures, 6 tables and 20 footnotes.) (As Provided).
Anmerkungen	Centre for the Economics of Education. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7955-7595; e-mail: cee@lse.ac.uk; Web site: http://cee.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10