Most Pennsylvania students were in LEAs that prioritized students with disabilities for in-person instruction, and the pandemic made special education services harder to provide¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Most students were in LEAs that prioritized students with disabilities for in-person instruction. → Stephen Lipscomb 2021
q2 i? Those LEAs reported the pandemic made providing special education services more difficult. → Stephen Lipscomb 2021
Evidence¶
Stephen Lipscomb 2021¶
Stephen Lipscomb, Forest Crigler, Duncan Chaplin. (2021). School Instruction in Pennsylvania During the COVID-19 Pandemic. Mathematica. https://www.mathematica.org/publications/school-instruction-in-pennsylvania-during-the-covid-19-pandemic
q2 · i? · associational · r2
Survey of a representative sample of 200 Pennsylvania LEAs found that "Most students were in local education agencies (LEAs) that prioritized students with disabilities for in-person instruction," and those LEAs reported greater difficulty providing special education services during the pandemic.
"Most students were in local education agencies (LEAs) that prioritized students with disabilities for in-person instruction. These LEAs reported that the pandemic made it more difficult to provide special education services."
Discussion¶
Learner Variables¶
- Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
Related Claims¶
- COVID-19 school closures in Pennsylvania are likely to have caused substantial learning losses, with harms concentrated in populations also disproportionately harmed by the disease — related
- In-person learning in Pennsylvania LEAs expanded as the 2020–2021 school year progressed — related
- A 2021 review series aims to provide a definitive account of the best available evidence on how the COVID-19 pandemic affected America's students academically — related
- Students with disabilities may have experienced disproportionate academic impacts from COVID-19, according to NWEA research — related
- Students with disabilities suffered disproportionately from reduced instructional time and disconnection from school communities during COVID-19 — related
- Most students were in LEAs adopting a wide range of COVID-19 health and safety measures, but few were in LEAs with regular COVID-19 testing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pa-leas-prioritized-disabilities-in-person |
title |
Most Pennsylvania students were in LEAs that prioritized students with disabilities for in-person instruction, and the pandemic made special education services harder to provide |
description |
Most Pennsylvania students were in LEAs that prioritized students with disabilities for in-person instruction, and the pandemic made special education services harder to provide |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stephen-lipscomb-2021 |
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