Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools. REL 2018-288

Autor/inn/en	Wolf, Patrick J.; Lasserre-Cortez, Shannon
Institution	Regional Educational Laboratory Southwest (ED); National Center for Education Evaluation and Regional Assistance (ED); SEDL
Titel	Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools. REL 2018-288
Quelle	(2018), (58 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Charter Schools; Public Schools; Traditional Schools; Special Education; Classification; Enrollment Rate; Institutional Characteristics; Disabilities; Individualized Education Programs; Elementary Schools; Middle Schools; High Schools; Geographic Regions; Student Records; Longitudinal Studies; Statistical Analysis; School Districts; Louisiana + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Public school; Öffentliche Schule; Traditioneller Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Schülerakte; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; School district; Schulbezirk
Abstract	Charter schools are public schools authorized to operate with some independence from district or state public school regulations, while still being held accountable for student outcomes. Like traditional schools operated by school districts, charter schools are free and are intended to be open to all students who desire to attend. This study examined the special education enrollment gap (that is, the gap in the enrollment rate of students with an individualized education program) between charter and traditional public schools in four Louisiana educational regions from 2010/11 to 2013/14 and explored possible sources of the gap. Key findings include: (1) The gap was 2.5 percentage points (8.5 percent in charter schools and 11.0 percent in traditional schools) in 2010/11 and declined to 0.5 percentage point (10.2 percent and 10.7 percent) in 2013/14; (2) For three of the four study years the gap was largest in schools serving grades K-5, and for all four study years it was smallest in schools serving grades 9-12; (3) By 2013/14 the special education enrollment rate in schools serving grades 9-12 was higher in charter schools than in traditional schools; (4) The enrollment rate for students with an emotional disturbance was higher in charter schools than in traditional schools, but the enrollment rate for students with most other categories of disabilities was higher in traditional schools than in charter schools; and (5) Charter school enrollment was associated with an increased likelihood of a student being declassified from requiring an individualized education program, though less than 1 percent of students with an individualized education program in both charter schools and traditional schools were declassified over the study period. (ERIC).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01