Special Education Enrollment Research Articles

A Possible Nocebo Effect in Children Following the Flint Water Crisis: Evidence From Schoolteacher Perceptions and Neuropsychological Evaluations.

Special education enrollment increased in Flint following the 2014-2015 Flint Water Crisis, but lead exposure is not plausibly responsible. Labeling Flint children as lead poisoned and/or brain damaged may have contributed to rising special education needs (ie, nocebo effect). To better document this possibility, we surveyed schoolteachers and reviewed neuropsychological assessments of children for indications of negative labeling. A survey of Flint and Detroit (control) public schoolteachers using a modified Illness Perception Questionnaire was conducted 5 years post-crisis. We also examined neuropsychological assessments from a recently settled class lawsuit. Relative to Detroit (n = 24), Flint teachers (n = 11) believed that a higher proportion of their students had harmful lead exposure (91.8% Flint vs 46% Detroit; P = 0.00034), were lead poisoned (51.3% vs 24.3%; P = 0.018), or brain damaged (28.8% vs 12.9%; P = 0.1), even though blood lead of Flint children was always less than half of that of Detroit children. Neuropsychological assessments diagnosed lead poisoning and/or brain damage from water lead exposure in all tested children (n = 8), even though none had evidence of elevated blood lead and a majority had prior learning disability diagnoses. Teachers' responses and neuropsychological assessments suggest Flint children were harmed by a nocebo effect.

Did a Nocebo Effect Contribute to the Rise in Special Education Enrollment Following the Flint, Michigan Water Crisis?

Exposure to waterborne lead during the Flint Water Crisis during April 2014-October 2015 is believed to have caused increased special education enrollment in Flint children. This retrospective population-based cohort study utilized de-identified data for children under six years of age who had their blood lead tested during 2011 to 2019, and special education outcomes data for children enrolled in public schools for corresponding academic years (2011-12 to 2019-20) in Flint, Detroit (control city) and the State of Michigan. Trends in the following crisis-related covariates were also evaluated: waterborne contaminants, poverty, nutrition, city governance, school district policies, negative community expectations, media coverage and social media interactions. Between 2011 and 2019, including the 2014-15 crisis period, the incidence of elevated blood lead in Flint children (≥ 5µg/dL) was always at least 47% lower than in the control city of Detroit (p < .0001) and was also never significantly higher than that for all children tested in Michigan (p = 0.33). Nonetheless, special education enrollment in Flint spiked relative to Detroit and Michigan (p < .0001). There is actually an inverse relationship between childhood blood lead and special education enrollment in Flint. This study failed to confirm any positive association between actual childhood blood lead levels and special education enrollment in Flint. Negative psychological effects associated with media predictions of brain damage could have created a self-fulfilling prophecy via a nocebo effect. The findings demonstrate a need for improved media coverage of complex events like the Flint Water Crisis.

Exploring the relationships between school suspension, ADHD diagnoses, and delinquency across different school punitive and special education climates

In this paper, we examine the relationships between school suspensions and/or ADHD diagnoses and delinquency across different school disciplinary and special education climates. Given how these childhood interventions are intended to improve schoolchildren’s behavior and create a safe and predictable learning environment, it is critical for scholars to compare how these diverse yet connected responses to child misbehavior influence delinquent behavior. We use data from the Fragile Families and Child Well-Being Study (n = 2,267). Results from binomial regression models show that delinquency scores are higher among suspended children and children receiving both suspension and ADHD treatment, compared to young people who experience neither. Further, school context has a direct association with delinquency scores, as children attending schools with higher rates of school suspensions and special education enrollment have lower delinquency scores. Moreover, the relationship between individual childhood experiences with school suspension and/or ADHD treatment and delinquency is moderated by school context, especially regarding special education enrollment rates.

Disposable Spaces: How Special Education Enrollment Affects School Closures

Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were closed in 2013. Simulating administrative decision-making parameters with a logistic regression model and demographic, student, and school data, we find that Chicago Public Schools was more likely to close school buildings with higher shares of SIEPs. Such punitive measures reflect the politics of austerity and disposability, leaving students with disabilities, particularly those in low-income neighborhoods of color, with fewer educational options.

Controlling Defiance: An Examination of School Social Control in California School Districts

U.S. schools suspend 2.5 million children each school year. Although states mandate suspensions for serious offenses, most students are suspended for minor transgressions, such as “willful defiance” of authority. Moreover, districts suspend students of color for minor issues at higher rates than White children. In response, California banned suspension for “willful defiance” in elementary schools statewide in 2015 and larger districts eliminated the practice for all grades throughout the 2010s. In this article, we use California Department of Education (CDE) data from 2011 to 2018 to determine: (1) whether banning suspension for willful defiance changes school district suspension rates; (2) whether these bans are associated with changes in special education enrollment; and (3) how these relationships differ by the race/ethnicity of the student.

Policy and principal turnover: The impact of the Texas special education cap

Accountability policies in education play a significant role for the principals tasked with facilitating the implementation of these reforms at the school-level. While these policies are most often intended to improve student outcomes, this is not always the case. In some instances, these policies can prove detrimental to schools, yet principals are still responsible for compliance. In Texas, a federal investigation found the Texas Education Agency (TEA) was restricting access to special education services by incentivizing districts to enroll fewer than 8.5% of students, utilizing these numbers as a measure of district performance. The implementation of the “8.5% cap” in 2004 resulted in a sharp decline in special education enrollment. Employing a sample of all principals in Texas before and after the 2004 law, this paper examines how the 8.5% cap impacted school leader attrition during its implementation. Prior to the implementation of the cap in 2004, we find little association between the proportion of students receiving services and principal turnover. After its implementation however, we find that principals in schools enrolling more than 8.5% of students in special education had a .39 higher odds ratio of switching districts and a .14 higher odds ratio of exiting the profession. We conclude by highlighting the scarcity of school labor market research that accounts for state-level education policies and note that policy may be more associated with principal turnover than student characteristics themselves.

The Long-Run Impacts of Special Education

Over 13 percent of US students participate in special education (SE) programs annually, at a cost of $40 billion. However, due to selection issues the effect of SE placements remains unclear. This paper uses administrative data from Texas to examine the long-run effect of reducing SE access. Our research design exploits variation in SE placement driven by a unique state policy that required school districts to reduce SE caseloads to 8.5 percent. This policy led to sharp reductions in SE enrollment. These reductions generated significant reductions in educational attainment, suggesting that marginal participants experience long-run benefits from SE services. (JEL H75, I21, I28, J13, J14)

The Special Olympics Unified Champion Schools Program and High School Completion

Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates. Using a novel dataset and a difference-in-differences design, we found that implementing the UCS program increased the graduation rate by 1.1 percentage points for all students and 1.4 percentage points for students with disabilities. The increase in schooling outcomes for students with disabilities in UCS schools also was found to be positively correlated with perceptions about a more socially inclusive school environment.

Special education funding and teacher turnover

ABSTRACT We exploit differences in state special education funding systems based on special education enrollment (‘bounty systems’) or on total student enrollment (‘census systems’) to assess whether funding systems impact teacher turnover, teacher specialty, special education enrollment, state education spending, average class sizes, and teacher effort. We find that census funding decreases special education enrollment and increases turnover among special education teachers. Relative to their counterparts, special education teachers are 5 percentage points more likely to move across schools and 18 percentage points more likely to switch to general education teaching after the implementation of census funding in their state.

A Longitudinal Comparison of Enrollment Patterns of Students Receiving Special Education in Urban Neighborhood and Charter Schools

The purpose of this study is to compare and examine special education enrollment trends across disability categories and grade spans for public neighborhood and charter schools in the City of Chicago. Using multilevel longitudinal data analysis methods, we examined annual school enrollment and demographic reports. Our findings indicated that neighborhood schools serve significantly higher proportions of students receiving special education services (SRSE) than charter schools at the aggregate grade level (i.e., elementary and high school enrollments) and at each grade level. In addition, we found that charter schools enroll equal or significantly higher proportions of students with learning disabilities (LD), speech and language impairments (SLI), other health impairments (OHI), and emotional disturbance (ED), and substantially smaller proportions of students with autism, sensory impairments (SI), and intellectual disabilities (ID), when compared with neighborhood schools. However, we found that these differences vary between grade levels. We discuss the implications of these findings for policies affecting charter school authorization and contract renewal, and for policies establishing special education enrollment targets in charter schools.

Primary prevention of reading failure: Effect of universal peer tutoring in the early grades

ABSTRACTReading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed.

Special Education Funding in Pennsylvania: The Effects of a Policy of Neglect

The past 10 years have seen substantial changes in special education enrollments and funding in Pennsylvania. School district enrollments have been declining slightly, while the number of special education students in charter schools has been increasing. District expenditures for special education have steadily increased, while state subsidies for special education have stagnated for the past six years and the state share of support has declined. This state policy choice has resulted in an increase in districts’ costs of over $500 million to replace the lost state share. Along with the charter school enrollment increases have come substantial district tuition payments to charter schools, totaling over $1 billion from 2009–2010 through 2013–2014. Over half of these payments, $550 million, are in excess of the charter schools’ reported expenditures for special education, providing charter schools with a disguised subsidy for their general operations. The new special education funding formula from the legislature, while a step in the right direction, has not yet provided enough new money to make any substantial difference for district budgets.

Falling Below the Line: Minimum Subgroup Size and Special Education Enrollment

The No Child Left Behind Act of 2001 (NCLB) brought high-stakes accountability testing into every American public school with the goal of 100 percent proficiency for all students. Making annual yearly progress (AYP) toward this proficiency goal for the total student population as well as at-risk subgroups was required in order for schools to avoid possible sanctions, such as school restructuring. In implementing NCLB, states had flexibility to determine the minimum size of these subgroups as to provide statistical reliability and accountability for as many schools as possible. If a school did not meet the state’s minimum subgroup size, the proficiency of the students in the group were not calculated as part of AYP. The subjectivity of identification along with the lack of reliability in test score results makes manipulating the subgroup of students with disabilities possible and advantageous to schools. Using data from over 1,000 Arkansas schools for the years 2004-05 to 2013-14, school-level fixed effects analyses show that falling below the minimum subgroup cutoff of 40 is associated with a 1.5 percentage point decrease in students with disabilities at the school. For every student a school is above the cutoff, there is an increase of 0.09 percentage points in special education enrollment. Possible implications are discussed.

Comorbidity of intellectual disability confounds ascertainment of autism: implications for genetic diagnosis.

While recent studies suggest a converging role for genetic factors towards risk for nosologically distinct disorders including autism, intellectual disability (ID), and epilepsy, current estimates of autism prevalence fail to take into account the impact of comorbidity of these disorders on autism diagnosis. We aimed to assess the effect of comorbidity on the diagnosis and prevalence of autism by analyzing 11 years (2000-2010) of special education enrollment data on approximately 6.2 million children per year. We found a 331% increase in the prevalence of autism from 2000 to 2010 within special education, potentially due to a diagnostic recategorization from frequently comorbid features such as ID. The decrease in ID prevalence equaled an average of 64.2% of the increase of autism prevalence for children aged 3-18 years. The proportion of ID cases potentially undergoing recategorization to autism was higher (P = 0.007) among older children (75%) than younger children (48%). Some US states showed significant negative correlations between the prevalence of autism compared to that of ID while others did not, suggesting state-specific health policy to be a major factor in categorizing autism. Further, a high frequency of autistic features was observed when individuals with classically defined genetic syndromes were evaluated for autism using standardized instruments. Our results suggest that current ascertainment practices are based on a single facet of autism-specific clinical features and do not consider associated comorbidities that may confound diagnosis. Longitudinal studies with detailed phenotyping and deep molecular genetic analyses are necessary to completely understand the cause of this complex disorder.

Understanding the Gap in Special Education Enrollments Between Charter and Traditional Public Schools

A widely cited report by the federal Government Accountability Office found that charter schools enroll a significantly smaller percentage of students with disabilities than do traditional public schools. However, thus far no hard evidence exists to definitively explain or quantify the disparity between special education enrollment rates in charter and traditional public schools. This article uses student-level data from Denver, Colorado, to map the creation and growth of the special education gap in elementary and middle school grades. The gap begins because students with disabilities are less likely to apply to charter schools in gateway grades than are nondisabled students. However, the special education gap in Denver elementary schools more than doubles as students progress between kindergarten and the fifth grade. About half of the growth in the gap in elementary grades (46%) occurs because of classification differences across sectors. The remaining 54% of the growth in the gap in elementary grades is due to differences in student mobility across sectors. However, the gap does not primarily grow—and in fact tends to shrink—due to the movement of students with disabilities across sectors and out of the city’s school system. Rather, the impact of student mobility on the gap is driven primarily by nondisabled students: Regular enrollment students are more likely to enter into charter schools, thus disproportionately reducing the percentage of students with disabilities within the charter sector.

Early Education Could Reduce Special Education Enrollment, Cut Costs

Early Education Could Reduce Special Education Enrollment, Cut Costs

State-Level Variability of Educational Outcomes of Students with Emotional Disturbance

This study examined the educational environment placement and educational outcomes of students identified as having an emotional disturbance (ED). The sample was drawn from special education enrollment data for students aged 6–21 years in the 50 states and Washington, DC in 2010. Additional economic and demographic state-level variables were examined to determine associations with the previously noted variables. The results of this study show substantial state-level variability in the educational outcomes of students with ED, with the rate of students with ED graduating with a regular diploma four times as high in some states as it is in others. Additionally, regression analysis indicated that state-level ED identification rates were significantly predictive of students with ED graduating with a regular diploma. Implications of the substantial variability and of further research are discussed.

Psychopathology and special education enrollment in children with prenatal cocaine exposure.

This study evaluated how enrollment in special education services in 11-year-old children relates to prenatal cocaine exposure (PCE), psychopathology, and other risk factors. Participants were 498 children enrolled in The Maternal Lifestyle Study, a prospective, longitudinal, multisite study examining outcomes of children with PCE. Logistic regression was used to examine the effect of PCE and psychopathology on enrollment in an individualized education plan (IEP; a designation specific to children with special education needs), with environmental, maternal, and infant medical variables as covariates. PCE, an interaction of PCE and oppositional defiant disorder, child attention-deficit hyperactivity disorder, parent-reported internalizing behaviors, and teacher-reported externalizing behaviors, predicted enrollment in an IEP. Other statistically significant variables in the model were male gender, low birth weight, being small for gestational age, white race, caregiver change, low socioeconomic status, low child intelligence quotient, caregiver depression, and prenatal marijuana exposure. PCE increased the likelihood of receiving an IEP with adjustment for covariates. Psychopathology also predicted this special education outcome, in combination with and independent of prenatal cocaine exposure.

The Legal Meaning of Specific Learning Disability for Special Education Eligibility

Students with specific learning disability (SLD) continue to account for a higher proportion of all special education enrollments than any other classification under the Individuals with Disabilities Education Act (IDEA). According to the latest reported data. in fall 2007 students with SLD amounted to 43.3% of al! students witli disabilities ages 6 to 21 under IDEA, down from the 50% average for the previous decade [Rehabilitation Research and Training Center. 2009).

Distinguishing disability: parents, privilege, and special education

Students in special education programs can have widely divergent experiences. For some, special education amounts to a dumping ground where schools unload problem students, while for others, it provides access to services and accommodations that drastically improve chances of succeeding in school and beyond. Distinguishing Disability argues that this inequity in treatment is directly linked to the disparity in resources possessed by the students' parents. Since the mid-1970s, federal law has empowered parents of public school children to intervene in virtually every aspect of the decision making involved in special education. However, Colin Ong-Dean reveals that this power is generally available only to those parents with the money, educational background, and confidence needed to make effective claims about their children's disabilities and related needs. Ong-Dean documents this class divide by examining a wealth of evidence, including historic rates of learning disability diagnosis, court decisions, and advice literature for parents of disabled children. In an era of expanding special education enrollment, Distinguishing Disability is a timely analysis of the way this expansion has created new kinds of inequality.