Abstract
The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study-Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d= - 0.21) and mathematics (d= - 0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 243-260 |
| Number of pages | 18 |
| Journal | Journal of school psychology |
| Volume | 51 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2013 |
Bibliographical note
Funding Information:This research was supported in part by a grant from the American Educational Research Association and a fellowship from the National Center for Research in Early Childhood Education.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Disability
- Early intervention
- Effectiveness
- Preschool
- Propensity score weighting
- Special education
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