Publication Date

2023

Document Type

Dissertation/Thesis

First Advisor

Ogg, Julia

Degree Name

Ph.D. (Doctor of Philosophy)

Department

Department of Psychology

Legacy Department

Department of Psychology

Abstract

This study analyzed the effect of elementary special education receipt within the U.S. Given the nonrandomized nature of special education, the statistical method for measuring the effect of special education must adequately control for contextual factors that are associated with special education receipt. Propensity score weighting is a technique that can control for covariates to test outcomes of those receiving special education compared to those who have not received special education. Using propensity score weighting, this study analyzed the impact of special education status on academic skills (i.e., math, reading, and science), social-emotional functioning (i.e., internalizing and externalizing problem behaviors), and learning-related behaviors using a nationally representative sample of elementary students in kindergarten through fifth grade (i.e., the Early Childhood Longitudinal Study, Kindergarten Class of 2010– 11; ECLS-K:2011). The findings indicate that special education was associated with lower academic skills, social-emotional functioning, and learning-related behaviors than would be expected had students not received special education.

Extent

77 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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