| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w6690 |
| 来源ID | Working Paper 6690 |
| Does Special Education Raise Academic Achievement for Students with Disabilities? | |
| Eric A. Hanushek; John F. Kain; Steven G. Rivkin | |
| 发表日期 | 1998-08-01 |
| 出版年 | 1998 |
| 语种 | 英语 |
| 摘要 | While special education has become a hotly debated issue of school policy, most of the discussion has centered on the aggregate costs of providing mandated programs for disabled children. Little attention has been paid to the effectiveness of such programs or possible interactions with the provision of regular education. This study, building on the unique data of the Harvard/UTD Texas Schools Project provides direct evidence on the effectiveness of special education programs. The average special education program boosts mathematics and reading achievement of special education students, particularly those classified as learning disabled, while not detracting from regular education students. These results are estimated quite precisely from models of fixed effects in achievement gains, and they are robust to a series of specification tests. At this stage, it is not possible to judge whether the program benefits are sufficiently large to justify the added spending involved. |
| 主题 | Health, Education, and Welfare ; Education ; Public Economics ; Public Goods |
| URL | https://www.nber.org/papers/w6690 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/564199 |
| 推荐引用方式 GB/T 7714 | Eric A. Hanushek,John F. Kain,Steven G. Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities?. 1998. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w6690.pdf（1622KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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