Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes
Evidence From Wisconsin’s Longitudinal Data
Bibliographic Data
| ID | 9730423 |
|---|---|
| Authors | F Chris Curran (0000-0001-5680-1446, University of Florida, Gainesville, USA, corresponding author), Aydin Bal (0000-0001-7246-5876, University of Wisconsin–Madison), Peter Goff (0000-0003-4461-3848, University of Wisconsin–Madison), Nicholas Mitchell (0000-0003-4948-6657, University of Wisconsin–Madison) |
| Year | 2021 |
| Volume | 53 |
| Issue | 1 |
| Pages | 83-112 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124520925053 |
| OpenAlex | W3032045787 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED, little research has examined how students who experience de-identification fare with regard to academic or behavioral outcomes. To our knowledge, this is the first study to examine the relationship between ED de-identification and student outcomes in the United States. The study uses longitudinal, administrative data to estimate the relationship between special education de-identification from ED and both academic and school discipline outcomes. Results of regression models with a variety of fixed effects, including student fixed effects, suggest that students who are de-identified have higher academic achievement after de-identification and a lower probability of experiencing an in-school suspension (ISS). Results for out-of-school suspension (OSS) are mixed. The results suggest that appropriately timed exit from special education services for students with ED who have been determined by individualized education program (IEP) teams to be suitable for de-identification is unlikely to harm students academically but that extra attention to OSS may be needed. The results point to the need for more attention to de-identification
Academic achievement · Developmental psychology · Emotional and behavioral disorders · Harm · Identification (biology · Inclusion (mineral · Longitudinal study · Mathematics education · Medical education · Special education · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Medicine · Psychology · Social Psychology
A Propensity Score Matching Analysis of the Effects of Special Education Services
Disproportionality in Special Education
Special Education for the Mildly Retarded—Is Much of it Justifiable?
Mostly Harmless Econometrics
Inferring Program Effects for Special Populations
The Intersection of Race, Culture, Language, and Disability
Risks and Consequences of Oversimplifying Educational Inequities
Minorities Are Disproportionately Underrepresented in Special Education
Racial Threat and Punitive School Discipline
Restorative Justice in Schools
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |