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

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Title: Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap
Language: English
Authors: Gilmour, Allison F. (ORCID 0000-0002-6189-7099), Shanks, Colin, Winters, Marcus A.
Source: Remedial and Special Education. Aug 2023 44(4):272-282.
Availability: 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
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Students with Disabilities, Special Education, Charter Schools, Disproportionate Representation, Urban Schools, School Choice, Student Mobility, Classification, Eligibility, Disability Identification, Elementary Secondary Education, Public Schools
Geographic Terms: New Jersey (Newark)
DOI: 10.1177/07419325221115421
ISSN: 0741-9325
1538-4756
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1383507
Database: ERIC
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  Data: Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap
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  Data: <searchLink fieldCode="AR" term="%22Gilmour%2C+Allison+F%2E%22">Gilmour, Allison F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6189-7099">0000-0002-6189-7099</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shanks%2C+Colin%22">Shanks, Colin</searchLink><br /><searchLink fieldCode="AR" term="%22Winters%2C+Marcus+A%2E%22">Winters, Marcus A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. Aug 2023 44(4):272-282.
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  Data: 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
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Jersey+%28Newark%29%22">New Jersey (Newark)</searchLink>
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  Data: 10.1177/07419325221115421
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  Data: 0741-9325<br />1538-4756
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  Data: 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.
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  Data: 2023
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        Value: 10.1177/07419325221115421
    Languages:
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        PageCount: 11
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Special Education
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      – SubjectFull: Charter Schools
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      – SubjectFull: Classification
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      – SubjectFull: Eligibility
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      – SubjectFull: Disability Identification
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Public Schools
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      – SubjectFull: New Jersey (Newark)
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      – TitleFull: Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap
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            NameFull: Winters, Marcus A.
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