How Student Disability Classifications and Learning Outcomes Respond to Special Education Funding Rules

Evidence from British Columbia

Bibliographic Data

ID11969740
AuthorsMichele Battisti (0000-0003-3137-0373, Simon Fraser University, Burnaby, British Columbia, corresponding author), Jane Friesen (0000-0002-3863-9876, Simon Fraser University, Burnaby, British Columbia), Ross Hickey (0000-0002-3953-9869, University of British Columbia, Kelowna, British Columbia)
Year2012
Volume38
Issue2
Pages147-166
Publication date2012-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCanadian Public Policy (JOURNAL)
Journal identifiersISSN: 0317-0861 • E-ISSN: 1911-9917
PublisherUniversity of Toronto Press Inc. (UTPress) (PUBLISHER)
DOI10.3138/cpp.38.2.147
OpenAlexW2111202254
LanguageEN
Citations received2
References cited12

In 2002, British Columbia eliminated supplemental grants to school districts for some students with special needs. This study provides estimates of the response of special needs designations and academic performance to this funding change. Using student-level panel data, we find that students were less likely to receive a gifted, moderate behavioural disorder, or mild mental illness designation under the new funding rules. We study standardized test scores in Grade 7, finding that the reading scores of gifted students declined substantially among those exposed to the new funding rules for the longest duration

Developmental psychology · Duration (music · Grant funding · Learning disability · Mathematics education · Medical education · Political science · Reading (process · Special education · Test (biology · Intergenerational and Educational Inequality Studies · Medicine · Parental Involvement in Education · Psychology · Public Administration · School Choice and Performance

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