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Download full textShapiro, Anna – Annenberg Institute for School Reform at Brown University, 2020
Much of the literature estimating disproportionality in special education identification rates has focused on socioeconomic status, race, and gender. However, recent evidence suggests that a student's school starting age also impacts the likelihood they receive special education services, particularly in the early grades. I build on the evidence…
Descriptors: School Entrance Age, Special Education, Disproportionate Representation, Attention Deficit Hyperactivity Disorder
