School Choice and Students with Disabilities: Evidence from Administrative Data
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| Title: | School Choice and Students with Disabilities: Evidence from Administrative Data |
|---|---|
| Language: | English |
| Authors: | Josefina Senese (ORCID |
| Source: | Remedial and Special Education. 2025 46(2):147-159. |
| 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: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | School Choice, Students with Disabilities, Charter Schools, Special Education, Educational Vouchers, Educational Policy, Student Characteristics, Elementary Secondary Education, Access to Education, Academic Achievement, Public Schools |
| DOI: | 10.1177/07419325241262699 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | School choice has emerged as an alternative to traditional U.S. public education, allowing families to select schools outside their neighborhood. While extensive research has examined its impact on students overall, there is a need to focus on its specific effects on students with disabilities. This article addresses this gap by reviewing 39 quantitative studies analyzing this issue using administrative data. Twenty-eight focus on charter schools, and 18 compare differences in enrollment--usually referred to as the "SPED gap"--between sectors. However, few publications explore factors contributing to these disparities or variations in services provided and their impact on student outcomes. We propose future research should (a) explore outcomes beyond enrollment disparities, including both academic and non-academic aspects, as well as short and long-term consequences; (b) employ rigorous statistical methods; (c) broaden the scope of the investigation to encompass diverse states and contexts, as well as other choice policies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471660 |
| Database: | ERIC |
| Abstract: | School choice has emerged as an alternative to traditional U.S. public education, allowing families to select schools outside their neighborhood. While extensive research has examined its impact on students overall, there is a need to focus on its specific effects on students with disabilities. This article addresses this gap by reviewing 39 quantitative studies analyzing this issue using administrative data. Twenty-eight focus on charter schools, and 18 compare differences in enrollment--usually referred to as the "SPED gap"--between sectors. However, few publications explore factors contributing to these disparities or variations in services provided and their impact on student outcomes. We propose future research should (a) explore outcomes beyond enrollment disparities, including both academic and non-academic aspects, as well as short and long-term consequences; (b) employ rigorous statistical methods; (c) broaden the scope of the investigation to encompass diverse states and contexts, as well as other choice policies. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325241262699 |
