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Test scores for students with learning disability improve after they're graded in special education, and the gains are greater for pupils who entered special education before they reached middle school, a lately released report finds. The report, The Effects of Special Education on the Academic Performance of Students With Learning Disabilities, used data from the New York schools to track the academic performance of more than 44, 000 students with learning disability over seven years. The study monitored students scores on New York's statewide math and English\/language arts exams for students in grades 3 through 8. Having access to the longitudinal data allowed the investigators to document how a selected students performed after and before they began special education services. 
Normally, scores improved in both English and mathematics for the special education students, and the consequences were greater for students who started special education in grades 4 and 5. The study found no statistical significance effects on test scores for pupils who began services in grade 7, just a couple of years later. These larger consequences for early classification are consistent with hypotheses described earlierthe particular advantages of supports in earlier grades, length of receipt, or efficacy of parent or school patronage in earlier gradesalthough we can't distinguish between these, the report reads. The research, part of the Annenberg Institute at Brown University's working paper series, was led by Amy Ellen Schwartz, a professor in the Maxwell School of Citizenship and Public Affairs at Syracuse University, and Leanna Stiefel, a professor at NY University's Wagner School of Public Service. 
Their work only analyzed the performance of pupils with a learning disability classification, like Dyslexia or ADHDnot people who have health disabilities or emotional disturbances that require special education services, or for all those with autism. Troubling Gaps - Overall, pupils who started special education services in grades 4 and 5 were more prone to be placed, and remain, in less restrictive service settings than pupils who began later, the investigators found. The findings suggest that assistance services that help pupils remain in the general education classrooms can be especially effective for students with learning disabilities. Girls and Asian students, regardless of gender, had the biggest gains whilst the increases for black students, especially black boys, were smallest. 
The relatively small impact of special education services on black boys test scores might bolster concerns about them being overclassified as in need of special education services, also referred to as disproportionality, in accordance with the authors. The investigators also questioned whether the low prevalence of special education among Asians and the big impact of special education raises questions regarding whether Asian parents are especially resistant to special education services and whether that implies that Asian pupils with only the most severe disability and the greatest potential to benefit from services are getting them. The researchers decided to address the question because of persistent gaps in performance between pupils with disability compared to general education students. Some of what happens with the special education conversation, is people say that we are spending a ton of cash and we are not getting anything for it, Schwartz said.


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