Targeted vs. General Education Investments: Evidence from Special Education and English Language Learners in Boston Charter Schools

Elizabeth Setren

Journal of Human Resources, 2021, vol. 56, issue 4, 1073-1112

Abstract: Using novel variation in special education and English language learner classification from admissions lotteries, I find that students can achieve large academic gains without specialized services. Enrolling in a Boston charter doubles the likelihood that students lose their special education or English language learner status, but exposes students to a high-performing general education program. Effects extend to college—charters nearly double the likelihood that English language learners enroll in four-year colleges and quadruple two-year college graduation rates for special education students. Results suggest that high-quality general education practices drive the gains and find no detrimental effect from reduced classification.

JEL-codes: I20 I21 I24 (search for similar items in EconPapers)
Date: 2021
Note: DOI: 10.3368/jhr.56.4.0219-10040R2
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Citations: View citations in EconPapers (3)

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