Special Education Identification throughout the COVID-19 Pandemic. Research Brief No. 37-0624

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Availability:
      National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: [email protected]; Web site: https://caldercenter.org
    • Peer Reviewed:
      N
    • Source:
      17
    • Education Level:
      Elementary Education
    • Subject Terms:
      Special Education; Elementary School Students; Disability Identification; COVID-19; Pandemics; Students with Disabilities
    • Subject Terms:
      Washington
    • Abstract:
      We use student-level data on elementary special education identification from Washington state to explore student identification rates in the months immediately after the onset of the COVID-19 pandemic and over 2 subsequent years. Special education identification rates dropped dramatically in March 2020 through the end of the 2019-20 school year and remained below historical norms through 2020-21 before returning to pre-pandemic levels early in 2021-22. The magnitude of these effects implies that over 8,000 fewer elementary students were identified for special education services during the pandemic in Washington than would have been expected based on prior trends.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED652799
HoldingsOnline