Estimating returns to special education: combining machine learning and text analysis to address confounding

Aurelién Sallin (aurelien.sallin@unisg.ch)

No 2109, Economics Working Paper Series from University of St. Gallen, School of Economics and Political Science

Abstract: While the number of students with identified special needs is increasing in developed countries, there is little evidence on academic outcomes and labor market integration returns to special education. I present results from the first ever study to examine short- and longterm returns to special education programs using recent methods in causal machine learning and computational text analysis. I find that special education programs in inclusive settings have positive returns on academic performance in math and language as well as on employment and wages. Moreover, I uncover a positive effect of inclusive special education programs in comparison to segregated programs. However, I find that segregation has benefits for some students: students with emotional or behavioral problems, and nonnative students. Finally, using shallow decision trees, I deliver optimal placement rules that increase overall returns for students with special needs and lower special education costs. These placement rules would reallocate most students with special needs from segregation to inclusion, which reinforces the conclusion that inclusion is beneficial to students with special needs.

Keywords: returns to education; special education; inclusion; segregation; causal machine learning; computational text analysis (search for similar items in EconPapers)
JEL-codes: C31 H52 I21 I26 J14 Z13 (search for similar items in EconPapers)
Pages: 75 pages
Date: 2021-10
New Economics Papers: this item is included in nep-big, nep-cmp, nep-lab and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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