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ERIC Number: EJ1246802
Record Type: Journal
Publication Date: 2020
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1539-9664
EISSN: N/A
A Charter Boost for Special-Ed Students and English Learners: Lessons in Inclusion at Boston Charter Schools
Setren, Elizabeth
Education Next, v20 n2 p52-60 Spr 2020
Maximizing the potential of all students is the stated goal of many schools. When some students have specialized needs, however, the best way forward isn't always clear. Nationwide, special-education students and English learners account for a significant share of total enrollment: federal data from 2016 show 14 percent of all students receive special-education services, and nearly 10 percent are English learners. Students with specialized needs exist in significant numbers and generally show low levels of academic achievement. Little causal evidence exists for how to improve the educational trajectories of these students. To understand the tradeoffs between investments in targeted supports versus investments in overall school quality, Elizabeth Setren looks at public schools in Boston, where about 50 percent of students are classified as either special education or English learners and 17 percent of students attend charter schools. The city's mix of school types presents a unique opportunity to look at how reduced access to targeted services and exposure to high-quality general-education practices affect the achievement of students with specialized needs, because students who apply to charter schools are admitted by lotteries and therefore randomly assigned to one of the two models. To be sure, targeted services for students with specialized needs can make a major difference in helping overcome specific barriers to learning. But Setren's findings highlight the importance of the overall school environment as well. Combined, the findings show that it is feasible for many students with specialized needs to make large academic gains in a high-quality general-education program without access to specialized services. Districts and schools deciding how to invest their resources may find that an increased focus on overall school quality can improve outcomes for all.
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A