000			02064naa a2200181uu 4500
001			0121514222037
003			OSt
005			20190211174200.0
008			101215s2010 xx ||||gr |0|| 0 eng d
100	1		_aFLETCHER, Jason _943403
245	1	0	_aSpillover effects of inclusion of classmates with emotional problems on test scores in early elementary school
260			_aHoboken : _bWiley-Blackwell, _cWinter 2010
520	3		_aOver the last decade, the federal government has directed schools to provide educational instruction for students with special needs in general education settings to the extent possible. While there is mixed evidence on the effects of these inclusion policies on the students with special needs, research examining potential spillovers of inclusion on non-disabled classmates has been scarce. There is particularly little research on the effects of inclusion policies on classmates during early elementary grades. This paper begins to fill in this gap by using a nationally representative, longitudinal survey of kindergartners. Cross-sectional results suggest that having a classmate with an emotional problem decreases reading and math scores at the end of kindergarten and first grade by over 10 percent of a standard deviation, which is one-third to one-half of the minority test score gap. To control for nonrandom sorting of students to schools, as well as students to classrooms, this paper uses school-level and then student-level fixed effects. Results from the preferred empirical models suggest a decrease of approximately 5 percent of a standard deviation in math and reading scores, though the reading results are less robust. The results also indicate moderate racial and gender differences in the effects. © 2010 by the Association for Public Policy Analysis and Management
773	0	8	_tJournal of Policy Analysis and Management _g29, 1, p. 69-83 _dHoboken : Wiley-Blackwell, Winter 2010 _xISSN 02768739 _w
942			_cS
998			_a20101215 _b1422^b _cDaiane
998			_a20110118 _b1712^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c37783 _d37783
041			_aeng