Republication of "A Propensity Score Matching Analysis of the Effects of Special Education Services"

被引：7

作者：

Morgan, Paul L. ^{[1
]}

Frisco, Michelle L. ^{[2
]}

Farkas, George ^{[3
]}

Hibel, Jacob ^{[2
]}

机构：

[1] Penn State Univ, Educ, University Pk, PA 16802 USA

[2] Penn State Univ, Sociol & Demog, University Pk, PA 16802 USA

[3] Univ Calif Irvine, Dept Educ, Irvine, CA USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2017年 / 50卷 / 04期

关键词：

LEARNING-DISABILITIES; GAIN SCORES; STUDENTS; TEACHERS; PLACEMENT; IDENTIFICATION; INTERVENTION; VARIABLES; AFRICAN; SCHOOL;

D O I：

10.1177/0022466916686105

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE's 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children's learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

引用

页码：197 / 214

页数：18

共 96 条

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