Subgroup analyses indicate school staff identification and referral services and informal networks both contribute to learning-mode differences in children’s SSI applications¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? School staff, likely through identification and referral services, and informal networks were mechanisms contributing to the application differentials. → Michael Levere 2023

Evidence¶

Michael Levere 2023¶

Michael Levere, Jeffrey Hemmeter, David Wittenburg. (2023). The Importance of Schools in Driving Children’s Applications for Disability Benefits. Center for Retirement Research at Boston College. https://www.mathematica.org/publications/the-importance-of-schools-in-driving-childrens-applications-for-disability-benefits

q2 · i? · causal · r?

Subgroup analysis reported in the brief’s overview paragraph, interpreting learning-mode differentials in applications; it states school staff "likely through offering identification and referral services" and informal networks contributed. The wording is interpretive and no statistics are printed.

"Subgroup analysis suggests that school staff, likely through offering identification and referral services, and informal networks were mechanisms contributing to these differentials."

Discussion¶

Related Claims¶

• The effect of learning mode on children’s SSI applications was largest among elementary school children — related
• Children’s SSI applications bounced back to some extent as students returned to in-person learning — related
• Children’s SSI applications were about 15 percent lower in counties with virtual learning than in counties where all learning was in person during the 2020–21 school year — related
• Systems constraints on pre-referral include lack of appropriate observation tools, over-identification fears, and COVID-19 effects — related
• Bilingual staff help differentiate typical language development from disability, but interviewees described no systematic process for doing so — related
• CSPP pre-referral processes mirror the K-12 MTSS approach and apply fundamentally the same steps to ML and non-ML children — related
• Multidisciplinary teams often provide home language support and delay referral to rule out lack of opportunity to learn before evaluating ML children — related