Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis

Resource Type: Reports & Papers
Author(s): Sullivan, Amanda L.; Field, Samuel;
Date Issued: April, 2013
Description: 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. (author abstract)
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Funder(s): American Educational Research Association ; National Center for Research on Early Childhood Education
Journal Title: Journal of School Psychology
Volume Number: 51
Issue Number: 2
Page Range: 243-260
Note: This resource is based on data from the Early Childhood Longitudinal Study -- Birth Cohort kindergarten data (waves 4 and 5)
Topics: Children & Child Development

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Interventions/Curricula > Children with Special Needs
Country: United States
ISSN: 0022-4405 Paper
1873-3506 Online
Peer Reviewed: yes
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