| Title: |
The Effect of Charter Schools on Identification, Service Provision, and Achievement of Students with Disabilities. Technical Report |
| Language: |
English |
| Authors: |
Scott A. Imberman; Andrew Johnson; National Center for Research on Education Access and Choice (REACH) |
| Source: |
National Center for Research on Education Access and Choice. 2025. |
| Availability: |
National Center for Research on Education Access and Choice. 1555 Poydras Street Suite 700, New Orleans, LA 70112. Tel: 870-540-6576; e-mail: info@reachcentered.org; Web site: https://reachcentered.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
97 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305C180025; R305B200009 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education; Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Students with Disabilities; Charter Schools; Student Needs; Special Education; Disability Identification; Special Classes; Inclusion; Academic Achievement; Program Effectiveness; Middle School Students; Elementary School Students; Public Schools; Resource Room Programs; Related Services (Special Education) |
| Geographic Terms: |
Michigan |
| Abstract: |
Students with disabilities (SWDs) encompass a sizable share of charter students and have an array of individualized needs. Charter schools may operate differently than traditional public schools with respect to SWDs and special education (SPED), as funding incentives may induce charter schools to underserve SWDs. Nonetheless, there is little empirical evidence regarding how enrollment in charter schools affects SWDs' educational environments and outcomes. We use data from Michigan to estimate charter impacts using a heterogeneous difference-indifferences model that compares students who enter charters to students who have not yet but will eventually enter charters. We find that charters are slightly more likely to identify students as SWDs after charter entry. While assignments to SPED programs increase comparably, there is a significant reduction and subsequent reversion in time spent in SPED-specific environments and services provided. Despite these changes, SWDs realize achievement and attendance gains after charter entry at similar levels to non-SWDs. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
ED678954 |
| Database: |
ERIC |